Capacity building for sustainable
use of animal genetic resources
in developing countries
ILRI?SLU Project
Progress report for the period 1999?2003
O. Mwai,
1
B. Malmfors,
2
L. Andersson-Eklund,
2
J. Philipsson,
2
J.E.O. Rege,
1
O. Hanotte
1
and R. Fulss
1
1. International Livestock Research Institute (ILRI)
2. Swedish University of Agricultural Sciences (SLU)
International Livestock Research Institute
P.O. Box 30709, Nairobi, Kenya
Swedish University of Agricultural Sciences
P.O. Box 7070, SE-750 07 Uppsala, Sweden
? 2005 ILRI (International Livestock Research Institute)
All rights reserved. Parts of this publication may be reproduced for non-commercial use
provided that such reproduction shall be subject to acknowledgment of ILRI as holder
of copyright.
ISBN 92?9146?169?5
Correct citation: Mwai O., Malmfors B., Andersson-Eklund L., Philipsson J., Rege
J.E.O., Hanotte O. and Fulss R. 2005. Capacity building for sustainable use of animal genetic
resources in developing countries. ILRI?SLU Project progress report for the period 1999?
2003. SLU (Swedish University of Agricultural Sciences), Uppsala, Sweden and ILRI
(International Livestock Research Institute), Nairobi, Kenya. 65 pp.
Table of Contents
Summary ..............................................................1
Background ............................................................3
Increasing demands for food of animal origin ................................3
Importance of livestock and animal genetic resources in developing countries .......4
Indigenous animal genetic resources at risk..................................4
Human capacity building on animal genetic resources needed ...................6
ILRI?SLU capacity building project: A new approach ............................9
Project idea ..........................................................9
Objectives...........................................................9
Personnel and organisation structure .....................................10
Project activities ........................................................13
Overview of the project activities.........................................13
Planning activities....................................................14
Training course......................................................17
Animal Genetics Training Resource (computer-based) ........................19
Follow-up activities ...................................................21
Participant evaluations of project activities....................................23
Evaluation of training course and follow-up workshop ........................23
Evaluation of the computer-based training resource ..........................24
Impact and experiences ..................................................25
Overall impact ......................................................25
Impacts on teaching ..................................................25
Impacts on research ..................................................27
Dissemination to colleagues ............................................28
Networking ........................................................29
Spin-off effects ......................................................30
Conclusion ...........................................................31
Future plans and way ahead ...............................................33
Activities planned....................................................33
Possible new developments.............................................35
References ............................................................37
Appendix 1. Contributors/participants ..................................39
Appendix 2. List of case studies: Version 1 of the Animal Genetics
Training Resource (2003) ...................................42
Appendix 3. Questionnaire on postgraduate training in animal breeding/
genetics in sub-Saharan Africa................................44
Appendix 4. Training course?Example of schedule .........................51
Appendix 5. Impact assessment questionnaire to the past course participants
from eastern, southern, central and western African regions .........55
Capacity building for sustainable use of AnGR in developing countries iii
Summary
To promote a sustainable and improved use of animal genetic resources in developing
countries, ILRI in collaboration with the Swedish University of Agricultural Sciences
(SLU), and supported by Sida (Sweden), launched a project training the trainers, for
national agricultural research systems (NARS) scientists (national university teachers and
researchers) in developing countries. The main objectives of the project were to strength-
en subject knowledge and skills, and teaching and communication skills of scientists
teaching and supervising students in animal breeding and genetics at least up to MSc
level. Other objectives were to catalyse curriculum development, stimulate contacts and
networking, and to develop computer-based training resources relevant for use by NARS
scientists in teaching and research. This capacity building project was an integrated
component of the ILRI research agenda on Animal Genetic Resources. It was also an
endeavour by ILRI to collaborate with and strengthen NARS institutions and scientists.
The project was initially planned to include regions in sub-Saharan Africa, South-
East Asia and South Asia, resources allowing, Latin America. The activities in each
region or sub-region included:
planning activities (questionnaire, country visits, planning workshop)
training course for university teachers and researchers (three weeks, combining
training in animal genetics/breeding and teaching methodologies)
development of an ?Animal Genetics Training Resource? (on CD-ROM, and later
also on the Web)
follow-up activities, including impact assessment (questionnaires and follow-up work-
shops).
During the period 1999 to 2003 a full round of activities was completed for sub-
Saharan Africa. The training course was conducted for Eastern/Southern Africa (20
scientists from 10 countries) and for Western/Central Africa (18 scientists from 10
countries). The planning and follow-up workshops were performed jointly for the region.
In addition, the planning activities and training course (18 scientists from 9 countries)
were completed for South-East Asia. Version 1 of the computer-based training resource
(CD) was released in late 2003. The resource contains Modules, i.e. core texts on issues
related with farm animal genetic resources, quantitative methods and teaching methods,
and Resources containing case studies, breed information, maps, examples, exercises,
video clips, a glossary and a virtual library. It also contains references to web links, books
and other CDs. The participants found the training courses very useful; average score for
?Overall Impression? was 8.2 (scale 1?9). They also indicated that the computer-based
training resource would be a valuable tool both in teaching and in research, but had not
yet had a chance to explore and use it fully.
Impact assessments for Africa (questionnaire and follow-up workshop) showed that
the training course has already had a substantial impact in many of the participants?
Capacity building for sustainable use of AnGR in developing countries 1
home institutions, both on teaching methods and on course content. Students have
shown more interest and understanding of animal breeding and genetics. The impact on
participants? research has been just as large; more focus on research involving indigenous
animal genetic resources, improved research proposal writing, research methodologies
and science communication skills, and also more efficient supervision of students? re-
search. Many of the participants have actively disseminated materials and experiences
from the course to colleagues in their home institutions. Other important outcomes
have been increased contacts and an open e-mail network ?Afrib? formed by the African
course participants. The project also strengthened Swedish knowledge and expanded
PhD activities on animal genetic resources in developing countries; these were valuable
?spin-off effects? of the project.
The ?training the trainers? approach adopted in the ILRI?SLU project seems to be a
good model for effective capacity building to promote a sustainable use of animal genetic
resources in developing countries. The approach was innovative and has functioned well;
the model could be extended to other disciplines. Furthermore, linking universities from
the North to those of the South, with a CGIAR institute playing both a facilitating and
catalytic role was beneficial. The project will now proceed to South Asia and version 2 of
the computer-based training resource will be developed. More impact analyses will also
be performed.
2 Capacity building for sustainable use of AnGR in developing countries
Background
Increasing demands for food of animal origin
Farm animal genetic resources (FAnGR) are among the most valuable and strategically
important assets that a country can have. Domestic livestock production is crucial for
sustainable agricultural production systems and for future food security and poverty
alleviation in developing countries. FAnGR contribute significantly to the world?s econ-
omy and play a vital role in sustaining the livelihoods of many pastoral and agro-livestock
systems, especially in developing countries. It is estimated that FAnGR provide up to
30% of the total human food and agricultural production requirements worldwide
(FAO 1999). The demand for food of animal origin is increasing rapidly in developing
countries (Figure 1), more rapidly than the increase in production; therefore, a Livestock
Revolution is needed (Delgado et al. 1999). This, however, provides a serious challenge
to the poor livestock keepers of the developing world: will this food be produced by
them or by industrialised agriculture elsewhere?
Capacity building for sustainable use of AnGR in developing countries 3
Milk
(? 10
6
t)
1982/84 1992/94 2020
233
12
35
34
3
38
245
14
46
52
7
38
263
31
77
160
17
106
Developed
countries
Sub-Saharan Africa
Latin America
India
China
Other
developing countries
654
412
355
88
4
15
3
16
13
1982/84 1992/94
97
5
21
4
39
18
2020
115
12
39
8
85
44
Other
developing countries
China
India
Latin America
Sub-Saharan Africa
Developed
countries
303
184
139
Meat
(? 10
6
t)
Source: Delgado et al. (1999).
Figure 1. Total milk and meat consumption during 1983 and 1992 and projection for 2020.
The rising demand for food of animal origin and other livestock commodities has, to
a large extent, been met by increasing the number of animals. This cannot continue
because it often results in underfed animals, and the concomitant problems, and in land
degradation. What is needed is improved productivity per animal and per unit area of
land.
Importance of livestock and animal genetic
resources in developing countries
FAnGR play multiple roles in many economies (Rege and Gibson 2003). In the rural
areas of developing countries FAnGR provide a year-around flow of essential food and
other products (hides and skins), employment, income, draft power and manure for crop
production. Food from livestock and poultry such as milk, meat and eggs are rich in
energy, protein, vitamins and micronutrients, which are particularly important in the
diets of the most vulnerable groups, i.e. children and pregnant and breast feeding
women.
In developing countries malnutrition is common, especially among the most vul-
nerable groups. Meat, milk and eggs therefore provide an important opportunity to
overcome this (Perry et al. 2002). For example, studies conducted in the Sudan by
Vaughan et al. (1981); in Mexico by Alien et al. (1991); India by Alderman (1994);
Malaysia by Chen (1989); Kenya by Nicholson and Thornton (1999) and in many
other developing countries by the World Bank (2002) have demonstrated the ben-
eficial roles of foods of animal origin in the improvement of growth and health of
children.
Other roles of livestock such as production of hides, skins, wool and manure,
environmental health, storage of wealth, and socio-cultural functions and traditions
have been discussed in some detail elsewhere (FAO 1994; Rege and Gibson 2003). It
is estimated that more than 70% of the world?s rural poor derive their livelihoods
from livestock; this includes 194 million pastoralists and graziers, 678 million mixed
farmers and 107 million landless livestock keepers (Livestock in Development 1999).
Empirical evidence of the contribution of livestock to sustainable livelihoods of the
world?s rural poor exists, including the potential for improvement of such livelihoods
through investment in livestock development in all the developing regions of the
world (Delgado et al. 1999; ILRI 2000; Perry et al. 2002; World Bank 2002; Anderson
2003).
Indigenous animal genetic resources at risk
High yielding exotic livestock breeds have been introduced in developing countries for
pure breeding and crossing with indigenous breeds to increase productivity and food
production. This practice has been successful in some instances, e.g. in some highland
4 Capacity building for sustainable use of AnGR in developing countries
areas, in maritime climates and in relatively intense peri-urban production systems, but
has mostly failed. Several reasons could be advanced for these failures:
Exotic breeds usually require high inputs and intensive care and management and
are not specifically adapted to harsh environments found in developing countries.
When used in environments that cannot support their needs the result is often low
production levels, decreased fertility and increased livestock disease and mortality.
Many countries have indigenous animal species and breeds that could potentially
contribute far more to food and agriculture production than they currently do, and
also meet much wider human needs (FAO 2004). Besides, indiscriminate use of
exotic breeds has resulted in an erosion of the indigenous breeds.
Lack of domestic resources and adequately trained staff in the field of animal breed-
ing and genetics. Breeding programmes, therefore, have usually been designed and
implemented by expatriates. As a consequence, sophisticated methods, e.g. use of
artificial insemination and progeny testing, have often been inappropriately applied,
without regard to the costs and support infrastructure needed for such methods or to
their sustainability.
Crossbreeding with exotic breeds without a long-term plan on how to maintain a
suitable level of ?upgrading? and how to maintain the pure indigenous breeds for
future use in crossbreeding. Levels of exotic genes that are too high in the upgrades
have generally resulted in animals without resistance to local diseases and environ-
mental stress.
Lack of or incomplete analysis of the different roles that livestock play in each specific
area, usually leading to inappropriate and unsustainable breeding objectives, insuf-
ficient recording of livestock traits, and neglect of the potential and real value of
various indigenous livestock breeds.
Indigenous livestock breeds of various species have been adapted over many thou-
sands of years to local environmental conditions and have demonstrated their superior-
ity to survive and produce in harsh tropical environments. Some genotypes have proven
to be more adapted to certain environments than others. Thus, a wide variety of species
and breeds are needed to fit present and future environmental conditions. This genetic
variability provides the basis for any future development.
The global situation on domestic animal diversity is critical: about 30% of the
world?s livestock breeds are currently under threat of extinction; a large proportion of
these are found in developing countries. There are no conservation programmes for
more than 75% of the threatened breeds. The United Nations Convention on Biological
Diversity (CBD) of 1992 emphasised the need to conserve the world?s biological diver-
sity, including FAnGR, for present and future use. In 2001 FAO launched a global pro-
gramme to monitor animal genetic resources, analyse their status and support the de-
velopment of national or regional action plans, including conservation schemes. To
successfully undertake these schemes, in-depth knowledge of the key players in the area
of conservation of animal genetic resources is essential.
Capacity building for sustainable use of AnGR in developing countries 5
Human capacity building on animal genetic
resources needed
Development and implementation of genetic conservation and livestock improvement
programmes is far more complex in developing countries than in temperate climates of
the developed world. The limited number of trained animal genetics and breeding scien-
tists in many developing countries is therefore a big problem. In addition, few relevant
training resources are available in these countries (Malmfors et al. 1994; FAO 1997).
Educational efforts at all levels, i.e. among teachers, students, policy makers, admin-
istrators, geneticists and breeders, are necessary to improve both the awareness of the
problems and the methods to be chosen for effective conservation and improvement
programmes in developing countries. Furthermore, relevant research in tropical environ-
ments, using both modern science and ?indigenous? knowledge is necessary.
The important role that scientific research plays in the overall economic develop-
ment of nations needs no emphasis. Science affects both what can be achieved through
agricultural research and how it is achieved. However, the pace of global scientific
progress and development of new knowledge are increasing so rapidly it is no longer
enough to just hold a degree. Each degree holder must continuously update his/her
knowledge (Figure 2). Access to new global information through scientific journals and
the Internet would be beneficial to this process of life-long learning, but the availability
of such resources is still quite limited in many developing countries. Opportunities to
participate in international conferences and continuing education courses are also
scarce.
Most of the highly trained and experienced researchers in developing countries are
based at national universities and research institutions (NARS), where facilities are used
for both teaching and research. With sufficient facilitation and motivation, these insti-
6 Capacity building for sustainable use of AnGR in developing countries
Exam
K
n
o
w
l
e
d
g
e
10 20 30 Years
Forgets
Job changes
New knowledge increases rapidly
Reduce knowledge gap
 Self learning and experience
 Continuing education
Figure 2. Life-long learning is essential.
tutions could effectively generate relevant agricultural technologies which, if adopted by
farmers, would lead to improved farm productivity and farmers? livelihoods, more so
where universities and research institutes collaborate and complement each other
(Janssen and Braunschweig 2003; Michelsen et al. 2003a; Michelsen et al. 2003b).
National universities and national agricultural research institutes are the primary source
of current and future generations of national researchers, teachers and policy makers
and are therefore the ?engines? for capacity building for sustainable food production in
developing countries. However, in spite of the fundamental role of higher education and
research in supporting development, the higher education institutions in many devel-
oping countries are chronically under-funded and face many obstacles (World Bank
2000). Some of the main problems that higher education in developing countries cur-
rently faces are:
heavy teaching loads
limited facilities for hands-on practical research
limited training in the use of a variety of teaching methods required to cope with new
knowledge
unpredictable future circumstances and
lack of sufficient and relevant teaching materials.
The lack of relevant teaching materials underlines the problem. Many of the teaching
resources use examples and case studies from developed countries, which are irrelevant
and often confuse the concepts or principles being presented.
Conservation and sustainable use of FAnGR in developing countries is an example
of an area where teaching and research are given too little emphasis, or are sometimes
neglected altogether, worldwide. This results in low awareness of the need to develop
appropriate breeding programmes for domestic animals in developing countries, and
prevents poor livestock keepers from benefiting from the projected Livestock Revol-
ution. Animal genetics, especially sustainable breeding programmes and animal genetic
resources conservation, need to be given greater emphasis in university curricula and in
research, and NARS scientists need opportunities to strengthen their subject knowledge
and skills in this area. Specifically, the teaching methods need more attention given that
animal genetics is a subject that students quite often perceive as being theoretical and
difficult to understand. It is therefore a challenging task to find the best approaches to
facilitate students? understanding of the subject.
Ideally, teaching and research should always be interlinked in higher education. In-
sufficient links between teaching and research may not only reduce the level and quality
of higher education, but may also hamper recruitment of new scientists, which in turn
reduces the understanding and support for research and capacity building in society.
There are, however, many universities in developing countries where teachers have lim-
ited opportunity for research. Opportunities must therefore be provided for university/
college teachers to be active both in teaching and in research, and for scientists at re-
search institutes to be involved in teaching and supervision of students.
To promote a sustainable and improved use of animal genetic resources in devel-
oping countries, ILRI in collaboration with the Swedish University of Agricultural
Sciences (SLU), and supported by Sida (Sweden), launched a project aiming at strength-
Capacity building for sustainable use of AnGR in developing countries 7
ening higher education (teaching and research) in animal breeding and genetics. The
project activities and progress achieved in the period 1999?2003 are presented in this
report.
8 Capacity building for sustainable use of AnGR in developing countries
ILRI?SLU capacity building project:
A new approach
Project idea
Development projects for human capacity building in developing countries often focus
on training MSc and PhD students. The main idea of the ILRI?SLU project, however, is
training the trainers, i.e. the NARS scientists responsible for research on and training of
animal breeding and genetics to students at BSc, MSc and PhD levels in developing
countries (Figure 3). This should have a large impact because each teacher/researcher
given refresher training within the project would, with the improved knowledge, aware-
ness and skills, reach out to a large number of students and colleagues in his/her home
institutions. The effect is thereby multiplied because students use and further spread the
knowledge during their professional careers.
Objectives
The overall objective of the ILRI?SLU project was to implement a ?training the trainers?
model for building human capacity for the conservation and sustainable use of animal
genetic resources in developing countries, thereby contributing to food security and pov-
erty alleviation.
The specific objectives of the project were to:
strengthen subject knowledge and skills of NARS scientists in teaching, research and
supervision of animal breeding and genetics
Capacity building for sustainable use of AnGR in developing countries 9
? reaches a large number of students
and also colleagues
Each NARS
scientist/teacher
trained in the project?
Project approach Training the trainers
Effective capacity building
Figure 3. Illustration of the project idea.
strengthen communication skills of these teachers and researchers
catalyse curriculum development, review of course contents, and use of new and ex-
panded teaching methods in university education
develop computer-based training resources relevant for use by NARS teachers and
researchers
stimulate contacts and exchange of experiences and ideas between teachers/re-
searchers from developing countries on research and training of students in animal
breeding and genetics
strengthen the human capacity base of the project partners for work on animal
genetic resources in developing countries.
The project should be an integrated and essential part of ILRI programmes on
animal genetic resources and part of ILRI?s endeavours to strengthen NARS institutions
in this area of work. The project was expected to have immediate impact, because the
trained NARS scientists would immediately use the up to date techniques in animal
breeding and genetics to design more appropriate research and conservation pro-
grammes thus ensuring sustainable use of farm animal genetic resources in their re-
spective countries. Furthermore, because of improved university teaching, access to new
and diverse information sources, and the large number of students reached by the
trained scientists, this model for capacity building would substantially increase awareness
and knowledge among future key players (teachers/researchers, farm advisors, policy
makers etc.) in the area of animal genetic resources in developing countries.
Personnel and organisation structure
Scientists M. Smalley and B. Malmfors of ILRI and SLU, respectively, jointly initiated
the project. In 1998, ILRI developed a proposal to Sida/SAREC for funding; Sida/
SAREC increased its contributions to ILRI by 2.5 million SEK, which enabled ILRI to
implement this project. The detailed project plans were finalised in 1999. ILRI con-
tracted SLU (Department of Animal Breeding and Genetics) to collaborate in con-
ducting the project. A first phase was scheduled to take place during 1999?2003. The
outcome of this phase would determine the future developments of the project.
Currently the core team at ILRI consists of Drs Okeyo Mwai, Ed Rege and Olivier
Hanotte, supported by web designer Mr Richard Fulss. Dr Markos Tibbo and Mr Senai
Aseffa provide assistance. Initially the team comprised Drs Michael Smalley, Ed Rege,
Habib Ibrahim and Ntombizakhe Mpofu, with Mr Samson Bekele as the web designer.
At SLU Dr Birgitta Malmfors has been project leader since the beginning of the project
with Drs Lena Andersson-Eklund and Jan Philipsson as co-workers.
To develop courses and training resources the participation of scientists and univer-
sity faculty of many NARS in sub-Saharan Africa and South-East Asia has been essential;
so also was the support from the Food and Agriculture Organization of the United
Nations (FAO), the International Committee for Animal Recording (ICAR), the United
States Agency for International Development (USAID) and Cornell University, and the
10 Capacity building for sustainable use of AnGR in developing countries
contribution by reviewers of materials produced in the project. Furthermore, course and
workshop participants (see Appendix 1) made valuable contributions to this phase of the
project.
Capacity building for sustainable use of AnGR in developing countries 11
Project activities
Overview of the project activities
The project primarily targets teachers and researchers in developing countries who are
actively involved in teaching animal breeding and genetics at BSc, MSc or PhD level,
including supervision of research. Scientists from universities/colleges and from research
institutes are targeted to stimulate national collaboration in teaching between such insti-
tutions.
The project included a number of activities, an overview of which is presented in
Figure 4. The main activities were:
planning activities
training courses
development of computer-based training resources and
follow-up activities, including evaluations of impact.
The project strove for and embraced demand driven and participatory approaches to
best satisfy the needs of the target groups.
Each of the activities were performed on a regional basis to create contacts between
scientists/teachers in countries that are not too distant from each other and hence have
much in common, and to better address local needs. The project was planned to include
the following regions:
Sub-Saharan Africa (split into East-South and West-Central sub-regions)
Capacity building for sustainable use of AnGR in developing countries 13
Questionnaire and visits to universities
and research institutes in developing countries
?by region
Planning workshop (by region)
Dev?t of Animal Genetics Training Resource (CD-ROM)
Course (3 weeks)
?by region/
sub-region
Follow-up
workshop
?by region
Networking
Project
evaluation
Figure 4. Main activities of the ILRI-SLU project ?Capacity building for
sustainable use of animal genetic resources in developing countries?.
South-East Asia
South Asia
Latin America.
One round of activities (i.e. planning, training course, development of training
resource and follow-up) was completed for sub-Saharan Africa by the end of 2003. The
planning and the training course activities were completed for South-East Asia, and
plans for the South Asia region were initiated.
Planning activities
Much emphasis was given to planning and fact-finding activities to:
involve the target group from the very beginning
assess strengths and opportunities, and weaknesses and constraints in higher edu-
cation and research in animal breeding and genetics within the different regions
assess the existing level of human capacity, teaching resources and ongoing research
in this subject area
identify the interests and scope in strengthening knowledge and skills among NARS
teachers/researchers.
The planning activities were performed by region and included sending out a ques-
tionnaire, making country visits, and holding a planning workshop.
Questionnaire and country visits
The first planning activity within a region was to send a questionnaire to universities, colleges
and research institutes (see appendix 2). Within each region the questionnaire is sent to all
countries and institutions involved in postgraduate (mainly MSc) training and research
in animal science/animal breeding and genetics. Questions were asked about teachers
(their numbers and qualifications), courses and contents, areas that would need to be
strengthened and limitations for doing this, teaching methods, teaching materials and
facilities (e.g. libraries and computers), and numbers of students. There were also ques-
tions on interest to contribute to development of other teaching materials, such as case
studies. In the period 1999?2003 questionnaires were sent out and processed for sub-
Saharan Africa and South-East Asia (Table 1).
Table 1. Questionnaires sent out to assess conditions in teaching animal breeding and genetics.
Region Year
Number of countries
covered
Total number of
questionnaires sent out
Number of
replies
Sub-Saharan Africa 1999 9 53 24
South-East Asia 2002 4 24 12
14 Capacity building for sustainable use of AnGR in developing countries
To further increase our understanding of the conditions in higher education and
research in animal breeding and genetics members of the project team made some
country visits. A sample of countries, universities and research institutes were visited; farm
visits were also made. The visits were planned to reflect the variety of conditions. In the
1999?2003 country visits were carried out in sub-Saharan Africa and in South-East Asia
(Table 2).
Table 2. Countries and institutions visited by members of the project team in the period 1999?2003.
Region/country Year
University/college
(including university
farms)
Research and
other institutions
Private farms?type
of farm
Sub-Saharan Africa
Ethiopia 1996?2001 Alemaya University EARO
AI centre (Kaliti)
ILRI?Debre Zeit
Dairy (including
peri-urban)
Beef; Sheep
Kenya 1999 University of Nairobi CAIS?Kabete Maasai village
Uganda 1999 Makerere University MUARIC; NARO;
AI centre
Tanzania 1999 Sokoine University AI centre
Zimbabwe 1999 University of
Zimbabwe
Matopos Nguni cattle
South Africa 1999 Pretoria University Irene; AI centre
Lesotho 1999 University of
Lesotho
RIs sheep and pony
Livestock
Production Services
Ghana 2001 University of Ghana CSIR?ARI Dairy
Senegal 2001 EISMV ISRA?LNERV;
Livestock Services
Sheep (urban)
South-East Asia
South China 2002 Yunnan Agricultural
University;
Extension station Pig; Dairy; Beef; Poultry
South China
Agricultural
University
Livestock services
Guangdong
Institute of Animal
Science
Poultry?Fish
Vietnam 2002 Hanoi Agricultural
University
NIAH (+ pig, cattle,
sheep, goat/rabbit,
poultry)
AI centre (MAIC)
Poultry; Dairy
Lao PDR 2002 NUOL?Faculty of
Agriculture
Livestock Services;
NAFRI
Pig breeding station
Pig; Dairy
Thailand 2002 Universities:
Kasetsart, Mahidol
and Chulalongkorn
Livestock
Development
Services; FAO
Kampangsan beef
station
Water buffalo; Beef
Fighting cocks
Capacity building for sustainable use of AnGR in developing countries 15
Several major issues concerning higher education and research in animal breeding
and genetics were revealed from the questionnaires and the visits in sub-Saharan Africa
and South-East Asia. These were:
Staff: Few teachers in animal breeding; great need for updating their skills, especially
in biometrics, applications of molecular methods, and in design of sustainable breeding
programmes; lecturers usually lacked training in teaching methodologies, but were en-
thusiastic to teach, although variably motivated, depending on the country.
Facilities: Computers often available for MSc students, but limited access for BSc
students; poor Internet connections in many places; recent journals often lacking in
library; few textbooks available; little material relevant to developing countries; lecture
rooms often poorly equipped.
Teaching: Heavy load of undergraduate teaching; large student groups in BSc, small in
MSc; decreasing numbers of students specialising in animal breeding; great variation in
quality and relevance of curricula and course contents; lectures predominate and not
enough practical classes; teaching materials limited.
Research: Teachers often lack time and money to do research; limited access to data
for animal breeding research at universities; few national livestock recording systems, or
only for exotic breeds; little attention to research on characterisation of indigenous
breeds; scientists at research institutes often have better conditions for research, but
usually limited participation in teaching and supervision of students.
Collaboration: Need for collaboration between universities and research institutes
recognised, but not always practised; limited collaboration between universities, both
within and between countries.
All ?characteristics? listed above were not relevant for every country or institution
visited. There was also some variation between regions, and there was often a rather large
variation between countries within a region.
Planning workshop
To make the training course and the training resources as relevant as possible for the
target groups, a three-day planning workshop was organised for each region. Leading
NARS scientists in animal breeding and genetics were invited to the workshop, with
members of the ILRI?SLU project team. In Asia representatives from FAO also con-
tributed in the workshop. Two planning workshops have been conducted so far:
One for sub-Saharan Africa in January 2000 at ILRI?Addis Ababa (in total 25 par-
ticipants, of whom 17 were from 13 countries in sub-Saharan Africa)
One for South-East Asia in February 2002 at Kasetsart University, Bangkok (in total
32 participants, of whom 25 were from 9 countries in South-East Asia).
During the regional planning workshop the experiences from questionnaires and
country visits were reported, and the needs for higher education and research in animal
breeding and genetics in the actual region were thoroughly discussed. Emphasis was
given to opportunities to strengthen graduate teaching and research on animal genetic
resources, and to ways of making these activities more relevant and responsive to
16 Capacity building for sustainable use of AnGR in developing countries
national needs in the region. The NARS scientists had extensive discussions on relevant
contents for the regional training course and the selection of participants. Discussions
also focused on the training resources, and on possible contributions from the region to
case studies, breed information etc.
Training course
The regional three-week training course was the most important activity for creating
awareness among university teachers and researchers in developing countries about the
needs and methods to improve higher education and research on animal genetic re-
sources. The course also stimulated contacts and networking between the teachers and
researchers in the region covered, and with ILRI.
So far, there has been a three-week course for NARS scientists for three different
regions/sub-regions. Teachers and researchers in animal breeding and genetics from sub-
Saharan Africa were split into two courses, while one course was given for South-East Asia.
The number of NARS scientists and the countries represented are shown in Figure 5.
The two courses for Africa were both conducted at the ILRI?Addis Ababa campus in
Ethiopia, while the course for South-East Asia was conducted at Kasetsart University in
Bangkok, Thailand. The course language was English; speaking and writing English was
a prerequisite for participation in the course.
Capacity building for sustainable use of AnGR in developing countries 17
Figure 5. Countries represented (shaded) in the training courses given in 2000?2003.
The number of participants in each course was limited to 20?25, partly depending
on availability of computers for exercises, but also due to lack of animal breeders in the
region. The aim was to have at least two participants from each invited country, and also
that both universities/colleges and research institutes were represented in the course.
The aim was also to have some gender balance, but it was only possible to recruit a few
female participants in each course. Members of the project team were the main course
facilitators, but for some parts of the course, participants also contributed as course
facilitators.
In brief, the training course covered:
1. importance and role of animal genetic resources for sustainable agriculture in
developing countries
2. characterisation of indigenous farm animal genetic resources, and design of sus-
tainable breeding programmes
3. methods for genetic analyses in teaching and research
4. computer exercises: use of software, databases and Internet searches
5. group project work with design of conservation programmes for indigenous
breeds
6. field visits
7. teaching methods, including aspects on teaching and learning, examination
methods, supervision of students? research, and how to stimulate educational
development at universities
8. science communication, such as scientific writing (including writing popular
science and research proposals), oral presentation (to help with self evaluation,
each participant was videotaped) and poster presentation
9. review of structure and content of training resources being developed by project.
The combination of animal breeding and teaching methodologies made the course
unique. A number of teaching methods were practised during the course; the approach
was interactive, giving many opportunities for discussion and exchange of ideas and experi-
ences. Computer laboratories, information searches, and the project work on sustainable
use of indigenous animal genetic resources played an important role in the training
courses. An example of a schedule for the training course is given in Appendix 4.
A lot of material was distributed during the course: lecture handouts, chapters cover-
ing the main course topics, text books on science communication, case studies, exercises,
animal breeding tutorial (CD) and various CDs produced by ILRI and FAO. The
Animal Genetics Training Resource produced in the project (see next sub-section) was
until late 2003 only available in test versions, but will be used as a course material in
future courses. Much of the material produced was the result of consultations at the
planning workshop and with course participants.
Each participant did a course evaluation at the end of every course. A mid-course
evaluation (partly written, partly oral) was also undertaken, so that any views and issues
on the course could be captured and dealt with while the course was still in progress.
The course participants also completed a ?Course follow-up evaluation form?, where they
18 Capacity building for sustainable use of AnGR in developing countries
indicated what they would try to implement at their home institutions. This was fol-
lowed up on an individual basis during the impact analyses conducted after the course.
Animal Genetics Training Resource
(computer-based)
The lack of literature and course materials on animal genetic resources relevant to de-
veloping countries prompted the development of a computer-based Animal Genetics
Training Resource. The training resource was produced not only for the course par-
ticipants, but also for other university teachers and researchers in this field for use in
their teaching, in their research, and in updating their own knowledge. The first version
of the Animal Genetics Training Resource was released in October 2003 (Mwai and
Malmfors 2003). It was produced on a CD, as access to the Internet is currently expens-
I?ve and not very effective in many developing country universities. The product is, how-
ever, web-enabled, and later versions will be produced both on CD and on the Internet.
The main contents of the Animal Genetics Training Resource are split into ?Modules?
and ?Resources? (Figure 6).
Capacity building for sustainable use of AnGR in developing countries 19
Figure 6. Home page of the Animal Genetics Training Resource (version 1) produced within the ILRI?SLU
project.
Materials in the training resource may be printed and copied for students and may
also be used as visuals in lectures and other oral presentations. Whenever whole or parts
of the training resource are used, however, due recognition of copyright and correct
citation must be made.
Modules
Modules form the ?core? of Version 1 of the training resource; they present concepts and
principal ideas. The purpose is to give a holistic view of farm animal genetic resources in
developing countries seldom found in textbooks. One module is devoted to teaching
methodologies. The modules included are an introduction?albeit a comprehensive sum-
mary?to the following topics:
1. global perspectives on animal genetic resources for sustainable agriculture and
food production
2. improving our knowledge of tropical indigenous animal genetic resources
3. sustainable breeding programmes for tropical farming systems
4. quantitative methods to improve the understanding and use of animal genetic
resources
5. teaching methods.
A comprehensive list of relevant references is included in each module. Within the
module texts there are links to contents of the Resources menu, i.e. case studies, examples,
exercises, breed descriptions etc. that are related to the module content. There are also
links to the other modules, and to relevant resources on the Internet. Module texts are
presented both in HTML and PDF file formats, but the links are only active in the
HTML files.
Resources menu?Case studies
The case studies are essential materials for the training resource because they provide
practical experiences of local or regional activities in animal breeding and genetics. They
provide examples where investigations or procedures worked and where they did not,
and why. The case studies illustrate concepts in the modules and can be very useful in
teaching; they also contain literature references and links to related breed information,
exercises and other resources. Identified knowledge gaps and discussion questions form
important parts of the case studies and might be useful topics for student research and
group discussions. Most case studies included in version 1 of the training resource are
from sub-Saharan Africa.
The case studies were produced jointly with NARS scientists in different regions; this
valuable contribution was highly appreciated. There were 18 case studies produced for
version 1 (Appendix 3). In addition to these, 13 case studies published in ICAR Tech-
nical Series No. 3 are also included in the training resource with permission from ICAR.
20 Capacity building for sustainable use of AnGR in developing countries
Resources menu?Other contents
The Animal Genetics Training Resource contains several other resources of value for
teaching and research. There is a Breed Information database where all breeds mentioned
in the modules or case studies are included with a detailed description and a photo-
graph, and there are Maps showing the distribution of breeds (so far for Africa). A few
Video Clips show indigenous livestock, and Animated Examples illustrate some studies in
cattle. Examples on Biometrics demonstrate statistical analyses widely used in animal breed-
ing. There are also a number of Exercises for use in teaching, all with the purpose of im-
proving students? understanding and learning; these include manual exercises, computer
exercises, and questions for group discussions. Literature mentioned in modules, case
studies etc. is found with full reference (including abstract when possible) in the Virtual
Library; whenever possible the full text is included. There is a Glossary where a number of
terms related to animal breeding and genetics are explained, and also French translations
of English terms. Furthermore, the contents of the computer-based training resource are
widened through numerous Web Links to databases (e.g. DAD?IS and DAGRIS), soft-
ware, course notes, organisations and networks, and bibliographic databases on the
Internet. References to relevant Books and CDs are also given.
Peer-review of the training resource
The project?s team of experts checked the module texts, case studies and all other re-
sources for accuracy, content and clarity of presentation before they were incorporated
into the training resource. Thereafter external subject matter specialists independently
reviewed the materials. The training resource was also pre-tested and lightly evaluated
during the construction by groups of potential users. For example, in the two training
courses for sub-Saharan Africa the participants used many of the exercises produced for
the training resource, and reviewed the modules and case studies. Participants of the
South-East Asia training course in January 2003 tried out a test version of the Animal
Genetics Training Resource CD. Suggestions for improvements were incorporated into
the final version.
Follow-up activities
Follow-up activities were used to evaluate the impact of the ILRI?SLU capacity building
project, and to stimulate and give feedback to the project team, and to the representa-
tives of the target groups.
A Follow-up Workshop was organised 2?3 years after a training course was conducted
in a particular region. The purpose was to gather representatives of previous course par-
ticipants to discuss what direct impacts the ILRI?SLU project had, and to exchange
experiences in the process of implementation of new concepts or ideas in the home
countries of the participants.
Capacity building for sustainable use of AnGR in developing countries 21
Impacts of the ILRI?SLU project were partly assessed through questionnaires, the
first one before the follow-up workshop. In September 2003, an Impact Assessment Ques-
tionnaire (Appendix 5) was sent to all the 38 previous participants of the two training
courses given for Africa. The questionnaire covered aspects on teaching and research.
The first follow-up workshop was held in Addis Ababa for 4 days in November 2003,
bringing together 20 previous course/workshop participants from 18 countries in sub-
Saharan Africa and members of the project team. The workshop programme included
thorough discussions on the impacts to date of the ILRI?SLU capacity building project
on:
teaching methods
curriculum development and course contents
research and research supervision.
Attempts and achievements made by the participants were presented, and the results,
experiences, constraints, solutions and ways forward were discussed together with the
summary of all the responses to the follow-up questionnaire. The workshop programme
also included an evaluation of the computer-based Animal Genetics Training Resource
(version 1). Furthermore, ongoing projects in animal genetic resources were presented
for all countries represented in the workshop, and by ILRI. There were also sessions on
the FAO-led State of the World?s Animal Genetic Resources Report, and on Intellectual
Property Rights. The last day mainly included discussions on how to further improve
university teaching and research, and networking in animal genetic resources in Africa.
The impacts of the training course, as reported by the African participants, are presented
and discussed in the section ?Impact and experiences?.
22 Capacity building for sustainable use of AnGR in developing countries
Participant evaluations of project
activities
The participants evaluated each training course and follow-up workshop. Evaluation
results from three course events, and from the first follow-up workshop are presented
below. Results from a brief evaluation of version 1 of the computer-based training re-
source (CD) are also given.
Evaluation of training course and follow-up
workshop
Course evaluation results
At the end of a training course, participants individually completed a course evaluation
form and engaged in an oral discussion about the course. In addition, participants in-
dicated what they would try to implement from the course. In the written evaluations
the participants scored various items on a scale from 1 to 9 (where 1 = not good or not
useful; 9 = very good or very useful); they also wrote comments. The evaluations showed
that the participants were pleased with the courses given so far; the average scores for
Overall Impression are given in Table 3.
Table 3. Participants? evaluation of the training course (scale 1?9, where 9 = very useful).
Region and year
Eastern/southern Africa Western/central Africa South-East Asia
Grading 2000 2001 2003
Overall impression,
average score
7.7 8.5 8.4
Participants reported increased awareness and improved knowledge and skills in
animal breeding and animal genetic resources, both for teaching and for research. They
also highly appreciated the training in teaching methodologies; in fact, many of the par-
ticipants had not previously received any such training. Participants found the course
facilitators well prepared, easy to understand, and well versed in the subjects taught.
Furthermore, they underlined that it was a good atmosphere for discussion and ex-
change of ideas and that the course had been instrumental in bringing the experiences of
different countries together. Most participants indicated that they thought the course
Capacity building for sustainable use of AnGR in developing countries 23
would have much or very much impact on their teaching (methods and content), and on
their research, research supervision and networking.
Follow-up workshop evaluation results
The follow-up workshop organised within the project gathered representatives of the
courses for sub-Saharan Africa. Evaluation results showed that the follow-up workshop
was highly appreciated; 90% of the 20 workshop participants gave the score 7, 8 or 9 for
?overall impression?. They stressed that it was enriching to meet colleagues from East,
West, South and Central Africa, and to share experiences on efforts to improve teaching
and research since the training course. They also underlined the need for an additional
follow-up workshop after some years, and, if possible, an opportunity to share experi-
ences with colleagues in Asia.
Evaluation of the computer-based training
resource
Version 1 of the Animal Genetics Training Resource was released shortly before the
follow-up workshop for sub-Saharan Africa. During the workshop the participating
NARS scientists evaluated the usefulness, contents and functionality of the training
resource in a group work exercise. The main conclusions were that the training resource
would be a valuable tool both in university teaching and in research; its contents could,
to some extent, also be used in extension to farmers. The workshop participants found it
easy to navigate within the training resource, although they felt there were details that
could be improved. The availability of printer friendly versions of modules and case
studies etc. was appreciated. Much of the content was considered highly relevant for
African conditions, but more content could be included, e.g. additional case studies and
examples and breed information on poultry, rabbits, pigs, fish, wildlife and endangered
breeds.
Workshop participants emphasised that the Animal Genetics Training Resource
would most likely contribute to more appropriate teaching and use of various teaching
methods, and to more focused research and a better understanding of indigenous animal
genetic resources. The importance of distributing the CD to many teachers/scientists
involved in teaching and research in animal genetics and breeding in developing
countries was also highlighted.
24 Capacity building for sustainable use of AnGR in developing countries
Impact and experiences
The impacts reported here are primarily based on the replies to the impact assessment
questionnaire and on reports and discussions in the sub-Saharan Africa follow-up work-
shop. Impacts of the computer-based training resource will be evaluated at a later stage,
i.e. when teachers/researchers have had a chance to use it in their work. Impact assess-
ments will be extended to activities in other regions as the project proceeds.
Overall impact
The impact assessment questionnaire (Appendix 5) focused on impacts of the training
course and was sent to the 38 previous participants of the courses given for sub-Saharan
Africa. In total 26 replies were delivered. The participants were asked to grade impact on
a scale from 1 to 9 (where 9 = very large impact), and to write comments on what was
done, the results achieved and constraints encountered. The questionnaire covered im-
pact of the training course in general, and more specifically on:
(i) teaching methods, course contents, curriculum review and courses
(ii) own research, research prioritisation and new initiatives, research supervision and
communication of research
(iii)networking and
(iv) course materials.
There was also a question concerning dissemination of the experiences, knowledge
and skills gained through the course to colleagues and others.
The results of the impact assessment questionnaires and discussions during the
follow-up workshop showed that the African teachers/researchers felt that the ILRI?
SLU capacity building project has quickly had a large impact on teaching and research in
their home institutions. The question ?To what extent has the training course had a
general impact on your work? got an average score 7.2 in the questionnaire. In the fol-
lowing sections the more specific impacts will be discussed.
Impacts on teaching
A majority of the African course participants believed the training course has had a sub-
stantial impact on the teaching methods and the curriculum/course contents in animal
breeding and genetics in their home institutions. Some questionnaire results are shown
in Table 4.
Capacity building for sustainable use of AnGR in developing countries 25
Table 4. Impacts of the training course on teaching methods and course
contents in participants? home institutions (impact scored by the African
participants; scale 1?9, where 9 = very much impact).
Teaching activity Average score for impact
Teaching methods in general 6.5
Lectures 6.8
Student activating activities 6.4
Group discussions 7.1
Course contents 6.6
Curriculum review and new courses 5.9
The attempts and changes in teaching methods included:
improved lectures, e.g. better structure and use of visuals, time for questions and
discussion
introduction or increased use of group discussions (especially cross-group dis-
cussions), group work and project work
improved use of exercises, assignments, tutorials and field visits
introduction or improved use of Internet searches and computer laboratories (where
available)
use of case studies, and also providing course notes or handouts to students (ma-
terials produced in the project have been useful here, but in some countries a French
version would be needed)
Examples of changes in course content included:
more hours for animal breeding within course or curriculum. Replacement of old
theoretical topics with topics from the training course
characterisation, management and sustainable use of animal genetic resources in-
cluded in teaching, and more focus on indigenous animal genetic resources and
indigenous knowledge. Breeding programmes and strategies, biodiversity and genetic
evaluation added. Some universities have proposed/introduced new courses such as:
?Farm animal genetic resources?, ?Animal breeding strategies? and ?Livestock farming
systems?
molecular genetics and QTL added in course content (when teacher available)
science communication included in teaching.
At the University of Nairobi, for example, the experiences gained from the training
course resulted in a complete review of the BSc and MSc curricula in Animal Science.
A number of the African scientists indicated that revision of course contents, im-
proved lectures and increased use of student activating teaching methods etc., increased
students? interest and commitment to animal breeding and genetics, and improved
examination results. Students were stimulated to think and to discuss, and this resulted
in faster and better understanding. Group discussions and group work helped break the
?ice? between the teacher and the students, and also encouraged teamwork among
students.
26 Capacity building for sustainable use of AnGR in developing countries
Implementation of group activities was most successful when the class size was small.
Large class sizes (sometimes up to >100 students) were often a constraint at BSc level,
but do not occur in MSc programmes. The major constraint to teaching seemed to be
changing the curriculum or sequence of courses and introducing new courses, because
decisions have to be taken at several levels. Other constraints experienced in teaching
included: time limitation in schedule, heavy work load of teachers, limited possibilities
for using visual aids, lack of funding for field visits, and for computers and software, and
unreliable and/or expensive Internet connections. It was encouraging, however, that so
many of the teachers/researchers were motivated to make improvements in their teach-
ing, despite the constraints. Hopefully, the improved results should influence future
management of animal genetic resources in general and improvement of teaching facili-
ties in particular in the long run.
Impacts on research
The impacts of the training course on research were just as good as for teaching. This
applies both to the African teachers?/researchers? own research and their supervision of
students? research. Results from the questionnaires are shown in Table 5.
Table 5. Impacts of the training course on research and research
supervision in participants? home institutions (impact scored by the
African participants; scale 1?9, where 9 = very much impact).
Research activity Average score for impact
Own research 7.1
Research supervision 6.8
Research communication 7.3
Research administration 5.3
Prioritisation of research 6.4
The main impacts of the training course on research in the African participants? home
institutions can be summarised as:
More focus on research involving indigenous animal genetic resources. Examples of
research areas now given more priority are: (i) Characterisation of indigenous breeds
(e.g. chicken, pigs and small ruminants) and some wild animals; (ii) Animal genetic
conservation, including genetic improvement; (iii) Evaluation of production systems
in crossbreeding; and (iv) Smallholder livestock farming, including indigenous knowl-
edge.
Research proposal writing improved?more competitive research proposals.
Research methodologies improved, i.e. design, data collection, data arrangement and
statistical analysis. Enhanced literature review; extensive use of literature, databases
and software presented in the training course.
Capacity building for sustainable use of AnGR in developing countries 27
Communication skills improved among the participants, i.e. scientific writing, oral
presentation and poster presentation of research results. More papers submitted and
more papers accepted for publication.
Supervision of students? research performed more efficiently and given more empha-
sis. Furthermore, training of students in literature search, scientific writing and oral
presentation has been introduced, which has improved their skills.
Individual initiatives taken by participants to stimulate research, e.g. (i) Exchange of
ideas between colleagues concerning research priorities, project planning and public-
ation; (ii) Collaborative research projects; and (iii) National database on indigenous
animal genetic resources initiated.
African participants identified several constraints to research in animal breeding and
animal genetic resources in their home countries. Limited funding was the major con-
straint reported. Participants noted that research in this area often took too long and did
not result in immediate profit. In addition, there was a lack of scientists with enough
training in molecular genetics and in the statistical methodologies required in animal
breeding research. The restricted opportunity for staff development and the often harsh
research environments also made conducting research difficult. Participants also empha-
sised that there was not always an interest in the livestock industry to focus on indigen-
ous breeds, because these did not fit the established technologies for abattoirs, milking
machines, incubators etc. Furthermore, lack of breeding policies and awareness of the
importance of animal genetic resources, and insufficient co-ordination between minis-
tries and universities were other limitations.
A way forward would be improved awareness among stakeholders, and formulation
of policies that give due recognition to indigenous animal genetic resources and indigen-
ous knowledge. This should hopefully also give opportunities for improved national
funding of such research. It was encouraging that several of the teachers/researchers
after the training course increased their involvement in formulation of research strat-
egies and breeding policies for animal genetic resources. Some of them also involved
farmers in research prioritisation. Other ways forward that the participants could think
of for strengthening research would be to strengthen partnerships and collaborative
research, and to establish student and teacher/researcher exchange programmes, in
addition to some joint MSc and PhD courses.
Dissemination to colleagues
The ILRI?SLU training course can only reach a limited number of teachers/researchers
in animal breeding and genetics. The participants were encouraged, therefore, to dis-
seminate the knowledge, materials and skills gained through the course to colleagues in
their own institutions and, if possible, to colleagues of other relevant institutions in their
home countries.
28 Capacity building for sustainable use of AnGR in developing countries
Examples of dissemination carried out were:
seminars/workshops at home institute and research stations on the content of the
course
department seminars on teaching methods, scientific writing and oral presentation
materials from the course (handouts, modules, CDs, literature, case studies, software,
websites) made available at department and faculty
information to colleagues through e-mail
editing articles and project proposals and providing training in analysis of data
detailed course report written and distributed to the Department and to the Ministry
of Agriculture.
Some participants also disseminated topics and experiences from the course to a
wider audience through workshops, conferences and publications, and at stakeholder
meetings on animal genetic resources. One participant taught extension workers to use
group work.
The course participants indicated that their colleagues appreciated the dissemination
efforts, and that this also led to increased communication between colleagues. Partici-
pants of the follow-up workshop promised to identify teachers and researchers within
their respective countries that should get a copy of the Animal Genetics Training Re-
source. Distributing the CD to a wider audience than the course and workshop partici-
pants would definitely add to the impact of the training.
Networking
Improved and new contacts among teachers/researchers in animal breeding and genetics
were important impacts of the training courses and workshops held within the ILRI?
SLU project. The contacts increased or improved both within and between countries in
a region/sub-region, and also with ILRI and with SLU (Table 6). This was, of course,
achieved during each course/workshop, but many contacts were also maintained after
these activities.
Table 6. Impacts of the training course on networking between each participant and colleagues in
various institutions (impacts scored by African participants; scale 1?9, where 9 = very much impact).
Networking between the participant and Average score for impact
Colleagues within home institution
7
Other universities and research institutes in home country
5.5
Livestock industry
7.5
Other course participants
5
ILRI
5.5
A significant impact for networking was the creation of an e-mail network in animal
breeding ?Afrib?. Participants of the first ILRI?SLU training course for Africa created this
Capacity building for sustainable use of AnGR in developing countries 29
network in early 2001, and any teacher/researcher interested in African animal genetic
resources may subscribe to it.
To subscribe to Afrib: send an e-mail to maiser@idpi1.agric.za, write nothing on the
subject, and in the message simply write ?subscribe afrib?. The network is administrated by one
of the course participants, B. Nengovhela (South Africa) assisted by V. Yapi-Gnaore
(C?te d?Ivoire). The need for networking was emphasised during the African follow-up
workshop in November 2003. Discussions then focused on the establishment of an Afrib
website, and on identifying ?all? teachers/researchers in animal breeding in Africa and
including them in an Afrib database. The network will also push for a session or sym-
posium on animal genetic resources to be included regularly at the AASAP (All Africa
Society for Animal Production) meetings, which are held every four years. The Afrib
network has been built and run on individual efforts without financial support. A big
issue for Afrib will be to seek some financing, maybe through regional platforms, such as
NEPAD. A similar network has not yet been formed in South-East Asia.
Spin-off effects
In addition to the direct impacts of the project there were also important impacts or
?spin-off? effects. For example:
ILRI?SLU ?training the trainers? project was a new approach for capacity building in
higher education in developing countries. The model used could be applied in other
disciplines. Presentation of the project model and the CD generated interest at inter-
national meetings, e.g. WCGALP 2002 and AFANet Symposium at EAAP 2003.
The CD produced within the ILRI?SLU project served as a model for other CDs
produced at ILRI, e.g. ?Smallholder Dairy Workshop?, ?Small Ruminants? and
?Biometry?. There have been discussions on including the module ?Teaching
Methods? (with minor revision) in some of the other CDs produced by ILRI.
The project strengthened the Swedish human capacity base for work on animal
genetic resources in a variety of developing countries and contributed to a deepened
understanding of conditions in higher education and research in those countries.
The project contributed to extended collaboration between a CGIAR institute (ILRI)
and a university in the North (SLU). Joint SLU?ILRI training and supervision of two
PhD students (1 Ethiopian and 1 Swedish) in animal breeding was started recently.
There has also been joint supervision of two Swedish students conducting a minor field
study in Ethiopia.
30 Capacity building for sustainable use of AnGR in developing countries
Conclusion
The great needs of NARS scientists for training in the area of animal genetic resources
and in research and teaching methodologies were clearly experienced during the first
phase of the ILRI?SLU capacity building project for developing countries. Some main
experiences and conclusions from this phase of the project are:
The immediate impacts of the training courses given for sub-Saharan Africa were sub-
stantial with regard to teaching and research in animal breeding and genetics in the
home institutions of the course participants, as shown in the section ?Impacts and
experiences?. The NARS scientists not only improved their awareness, knowledge and
skills, they also become more enthusiastic and motivated to strive for improvements.
As a consequence, an increased interest in animal genetic resources among students
was observed. Enough time has not elapsed since the South-East Asia training course
to analyse the impacts, but indications are that similar impacts as for Africa can be
expected. The first version of the Animal Genetics Training Resource was released in
October 2003, and it has not yet been possible to analyse its impacts.
The long-term impacts of the project cannot be evaluated at this stage, but expectations
are that increased awareness, knowledge and skills on animal genetic resources will be
multiplied through the large numbers of university students reached by the NARS
scientists trained through the project. Their students are the future key players on
animal genetic resources in developing countries. The planned wide coverage of the
project in the regions and countries will further add to the impact, as will the spin-off
effects.
All the project activities carried out in 1999?2003 were successful. Some experiences
were:
c176 The planning activities, i.e. questionnaire, country visits and planning workshop,
were crucial for establishing needs and for designing the training course and the
computer-based training resources. The planning activities created contacts and
captured local knowledge and gave country representatives ownership of the pro-
ject, which resulted in increased willingness to support changes for improvement
back home.
c176 The training course was fundamental to creating awareness among university
teachers and researchers in developing countries about the needs and methods to
improve higher education and research on FAnGR. The courses conducted so far
were highly appreciated by the participants, both for the improved knowledge and
skills achieved through the course, and for the exchange of experiences with col-
leagues within and across countries. The principle outline of the course (with
modification by planning workshop participants) proved useful.
c176 The computer-based Animal Genetics Training Resource provides relevant materials and
will reach a wider audience than the course, but simply sending out a CD or web
Capacity building for sustainable use of AnGR in developing countries 31
address will never be as efficient as combining this activity and the training course.
Furthermore, the scientists attending the course will be important for spreading
information within their countries about the training resource. Contributions by
NARS scientists in providing case studies, breed information, maps, grey literature
etc. were crucial for making the training resource relevant to different regions of
developing countries. Great efforts are now needed to gather the same amount of
information for Asia as has been done for Africa.
c176 The network and contacts established through the project activities were an important
outcome. The initiative taken by the African course participants to form an e-mail
network (Afrib) offers possibilities for sustained contacts among NARS scientists
interested in farm animal genetic resources in Africa. A similar network for Asia
would be desirable, preferably with links to Afrib.
c176 The follow-up activities (impact assessment questionnaires and follow-up workshops)
were necessary to assess impacts, to give feed back to the project team, and to
further stimulate contacts between NARS scientists in conducting joint research
projects, curriculum development, teaching materials etc.
The ?training the trainers? approach adopted in the ILRI?SLU project appeared to be
a good model for effective capacity building to promote sustainable use of animal genetic
resources in developing countries. The approach was innovative and functioned well in
the first phase of the project. Furthermore, linking universities of the North with those
of the South, with a CGIAR institute playing both a facilitating and catalytic role was
beneficial to all parties. There were, however, constraints that reduced the potential im-
pact of this innovative approach. Lack or limited access to computers; unreliable and/or
expensive Internet connections; large university class sizes at undergraduate level; few
MSc students; heavy teaching loads, lack of facilities (e.g. presentation equipment and
software); bureaucracy in changing curricula; language barriers (teaching materials pro-
vided through the project are currently only in English); limited research funding and
lack of competence in molecular genetics were some of the constraints that needed to be
overcome to reap the full benefits of the ILRI?SLU project.
32 Capacity building for sustainable use of AnGR in developing countries
Future plans and way ahead
As concluded above, the first phase of the capacity building project was highly valued by
participants and the immediate impacts in their home countries were substantial. Impact
assessment at this stage of the project indicates that the ?training the trainers? was an
efficient means of capacity building as regards initiatives for both improved university
teaching and for research and research co-operation. Thus, the project enhanced ILRI
research activities. The participatory approach, allowing NARS representatives to jointly
with the project team develop the contents of the training course and the training re-
sources, was crucial to the success of the project. The follow-up workshop also proved
the value of establishing networks to be sustained after the courses. It also emphasised
the need for physical meetings and discussions as well as electronic networks to stimulate
further developments. Given the above experiences, plans are underway to proceed with
expansion of the project activities to South Asia and implement follow-up activities in
South-East Asia and sub-Saharan Africa, and to further develop the training resources.
Activities planned
Extension to South Asia
The project was extended to South Asia in 2004, as this part of the world has a large hu-
man population and the development of animal genetic resources was crucial in meeting
future food demands as a means in alleviating poverty. The extension of the project will
be co-ordinated with other ILRI projects in the region and by the needs expressed by
FAO in connection with the implementation of the CBD. The proposal is to include
India, Pakistan, Bangladesh, Nepal, Bhutan, Sri Lanka and probably Mongolia in the
project. Later, steps will be taken to organise follow-up workshops for South-East Asia
and South Asia, either individually or jointly.
Further courses/workshops
The recently held follow-up workshop showed the need to consolidate future work in
sub-Saharan Africa through another phase, and also to benefit from the emerging and
planned research and development initiatives in this region, especially the NEPAD in-
itiatives that establish and equip regional laboratory facilities. Specifically, advantage
could be taken of the ongoing development of the East and Central African Biosciences
Facility, housed at the ILRI campus in Nairobi, Kenya, and of similar facilities elsewhere.
A closer association and professional relationship between Afrib and the All Africa
Society for Animal Production (AASAP) was also envisaged, where Afrib, would in the
Capacity building for sustainable use of AnGR in developing countries 33
future co-ordinate separate and fully-fledged sessions where FAnGR related issues could
be presented and discussed during scientific meetings organised by AASAP. The possi-
bility of extending the project to developing countries in Latin America and the
Caribbean needs further discussion, as this region was included in the original plan.
Development of computer-based training resources
The computer-based Animal Genetics Training Resource will be further developed and
improved in parallel with the other project activities. The new version will be produced
on CD, and also on the web, which would make improvements and additions directly
accessible for those connected to the Internet. In future versions of the training resource
several technical features concerning frames and the build up of data, as well as the con-
tents, will be improved gradually.
Case studies relevant to developing countries of different regions constitute an essen-
tial type of teaching material. During the coming year(s) case studies, breed information,
maps etc. of relevance for Asia will be produced. The project in Asia is heavily depen-
dent on contributions from Asian teachers/researchers and others involved in livestock
development in this region. More case studies will also be needed for Africa.
The module texts will be revisited and further improved. The plan includes more ex-
ercises and examples, and probably a few compendia for use in teaching. Functionality of
the library search will be improved, and more full text documents, plus some grey litera-
ture, will be included. The ?library? of web sites will be maintained and extended, but in
future versions of the training resource direct links will be included to avoid link-failures
arising from the usually frequent changes of web addresses which, given the large num-
ber of web links, would otherwise have to be constantly checked and updated.
Effort should be made to publicise the existence of the Animal Genetics Training
Resource to encourage its use in developing countries and elsewhere.
Further impact analyses needed
Further follow-up and impact analyses will be necessary after a few years to determine
whether the training is still relevant and the experiences gained are still in use. Effects of
networking and how these could be sustained should be further explored. It is envisaged
that improved networking among the NARS and establishment of biosciences centres of
excellence hosted by ILRI through the NEPAD regional initiatives will alleviate some of
the constraints that are currently being experienced in institutions of research and
higher education in developing countries.
An overview of the time schedule for project?s accomplished and planned activities in
the different regions is given in Table 7.
34 Capacity building for sustainable use of AnGR in developing countries
Table 7. Time schedule for project activities in different regions (March 2004). Years for activities not yet performed
are given in italics.
Region
Questionnaire
to universities
and research
institutions
Country
visits
Planning
workshop
Training
course
Impact
question-
naire
Follow-up
work-
shop(s)
Training
resource
CD version
Later
12
versions
Africa
East/south 1999
(Inst,?replies)
1999?2000
7 countries
2000
16
participants
from 13
countries
2000
20
participants
from 10
countries
2003 to
previous
course
participants
Nov 2003
20
participants
+ 2006?
Oct 2003
2005
Yearly
+Web
+Web
West/central 2000 (Inst?,
replies)
2001
2 countries
Jointly with
East/South
Africa
2001
18
participants
from 10
countries
2003
to previous
course
participants
Jointly
with
East/South
Africa
Oct 2003
2005
Yearly
+Web
+Web
Asia
South-East 2002
(24 inst,
12 replies)
2002
4
countries
2002
18
participants
from 11
countries
2003
18
participants
from
9 countries
2006 2006 Oct 2003
2005
Yearly
+Web
+Web
South Apr 2004 Oct?Nov
2004
Oct?Nov
2004
2005 2007 2007 ?2005
Yearly
+Web
+Web
Possible new developments
This project focused on capacity building for sustainable use of animal genetic resources
in developing countries by training the trainers, using a CGIAR institute and a univer-
sity in the North. This model could very well be applied for capacity building in other
disciplines. It might be worthwhile to introduce the concept and experiences so far to
other groups within ILRI, and in other CGIAR centres and ARIs.
The South-East Asian course showed the heterogeneity among countries in the re-
gion in level of competence in animal breeding and genetics, and in resources, English
language skills etc. Establishing a two-stage capacity building programme to enable the
more advanced countries within the region to assist in providing some pre-training
courses would increase the opportunities for all participants of the region to fully benefit
from the training programme.
Introducing training courses for younger scientists within each country, or in collab-
oration between a few countries, led by NARS scientists that have participated in our
project could be yet another development. In that way the concepts of the project and
Capacity building for sustainable use of AnGR in developing countries 35
contents of the training resource would be effectively disseminated to many more scien-
tists. A manual for such national courses should be worked out.
An electronic network, similar to Afrib, should be developed for Asia. One or two
scientists from the Asia region, who have links with this project, will be encouraged to
spearhead such an initiative. A further step could be to link the Asian and African net-
works.
36 Capacity building for sustainable use of AnGR in developing countries
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Dairy development in India. In: von Braun J. and Kennedy E. (eds), Agricultural commercial-
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Anderson S. 2003. Animal genetic resources and sustainable livelihoods. Ecological Economics
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Chen S.T. 1989. Impact of school milk programme on the nutritional status of school children.
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Delgado C., Rosegrant M., Steinfeld H., Ehui S. and Courbois C. 1999. Livestock to 2020?The
next food revolution. Food, Agriculture, and the Environment Discussion Paper 28. IFPRI
(International Food Policy Research Institute), Washington, DC, USA. 72 pp.
FAO (Food and Agriculture Organization of the United Nations). 1997. Issues and opportunities for
agricultural education and training in the 1990s and beyond. FAO, Rome, Italy. 94 pp.
FAO (Food and Agriculture Organization of the United Nations). 1999. The global strategy for the
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ILRI (International Livestock Research Institute). 2000. ILRI strategy to 2010: Making the Livestock
Revolution work for the poor. ILRI, Nairobi, Kenya. 112 pp.
Janssen W. and Braunschweig T. 2003. Trends in the organization and financing of agricultural re-
search in developed countries: Implications for developing countries. ISNAR Briefing Paper 22.
ISNAR (International Service for National Agricultural Research), The Hague, The
Netherlands. 100 pp.
Malmfors B., Philipsson J. and Haile-Mariam M. 1994. Education and training in the conser-
vation of domestic animal diversity. Proceedings of the 5th World Congress on Genetics Applied to
Livestock Production XXI:485?492.
Michelsen H., Zuidema L.W., Hoste C.H. and Shapiro D. 2003a. Improving agricultural research at
universities in sub-Saharan Africa: A study guide. ISNAR Research Management Guidelines 6.
ISNAR (International Service for National Agricultural Research), The Hague, The
Netherlands. 114 pp.
Michelsen H., Zuidema L.W., Hoste C.H. and Shapiro D. 2003b. Reviewing and changing university
contributions to development-oriented agricultural research in sub-Saharan Africa. ISNAR Briefing
Paper 59. ISNAR (International Service for National Agricultural Research), The Hague, The
Netherlands. 12 pp.
Mwai O. and Malmfors B. (eds). 2003. Animal Genetics Training Resource CD-ROM. Version 1.
ILRI (International Livestock Research Institute), Nairobi, Kenya and SLU (Swedish
University of Agricultural Sciences), Uppsala, Sweden.
Nicholson C.F. and Thornton P.K. 1999. The impacts of dairy cattle ownership on the nu-
tritional status of pre-school children in coastal Kenya. Selected paper presented at the 1999
annual meetings of the American Agricultural Economics Association, Nashville, Tennessee,
USA.
Capacity building for sustainable use of AnGR in developing countries 37
Perry B.D., Randolph T.F., McDermott J.J., Sones K.R. and Thornton P.K. 2002. Investing in
animal health research to alleviate poverty. ILRI (International Livestock Research Institute),
Nairobi, Kenya. 148 pp.
Rege J.E.O. and Gibson J.P. 2003. Animal genetic resources and economic development: Issues
in relation to economic valuation. Ecological Economics 45:319?330.
Vaughan J.P., Zumrawi F., Waterlow J.C. and Kirkwood B.R. 1981. An evaluation of the dried
skim milk on children?s growth in Khartoum province, Sudan. Nutrition Research 1:243?252.
World Bank. 2000. Higher education in developing countries: Peril and promise. http://www.tfhe.net.
(Accessed March 2004.)
World Bank. 2001. World development report 2000/2001: Attacking poverty. Oxford University
Press, New York, USA. 335 pp.
World Bank 2002. World Bank development indicators?Millennium Development Goals.
http://www.worldbank.org. (Accessed March 2004.)
38 Capacity building for sustainable use of AnGR in developing countries
Appendix 1. Contributors/participants
Region and name Country E-mail address
Level of participation
Planning
workshop
Training
course
Follow-up
workshop
Sub-Saharan Africa
Valentine
Yapi-Gnaore
C?te
d?Ivoire
valentine.yapi@cnra.ci Yes Yes Yes
Lawrence Tawah Cameroon l.tawah@afdb.org Yes No Yes
Zinash Sileshi Ethiopia iar@telecom.net.et Yes No No
Sisay Gezahegne Ethiopia Fax 251?1?611892 Yes No No
Gertrude Aboagye Ghana gertaboagye@yahoo.com Yes No Yes
Reuben Mosi Kenya oyoomosi@uonbi.ac.ke Yes Yes Yes
Rob Eley ? NA Yes No No
Sahr Lebbie Sierra Leone NA Yes No No
William Odenya Lesotho wo.odenya@nul.ls Yes No No
Clemens Wollny Germany clemenswollny@gmx.net Yes Yes No
Olufunmilayo
Ademamambo
Nigeria fbambo@unaab.edu.ng Yes No No
Frans Swanepoel South Africa fswanep@scientia.up.ac.za Yes No No
Ibrahim A. Yossif Sudan Fax: 249?11?780295 Yes No No
Paul Gwakisa Tanzania gwakisa@suanet.ac.tz Yes No No
Edward Ssewannyana Uganda saari@infocom.co.ug Yes No No
Robert Blake USA rbw5@cornell.edu Yes No No
Flora Ngwerume Zimbabwe NA Yes No No
Million Tadese Ethiopia DZARC@telecom.net.et No Yes No
Ewnetu Ermias Ethiopia NA No Yes No
Girma Abebe Ethiopia A_girma@hotmail.com No Yes No
Aynalem Haile Ethiopia aynalemh@yahoo.com No Yes Yes
Enyew Negussie Ethiopia NA No Yes Yes
Anette van Dorland Netherlands anette.van-dorland@inw.agrl.ethz.ch No Yes No
Jacob Wakhungu Kenya jwanambacha@yahoo.com No Yes Yes
Joram Mwachoro Kenya mwacharojoram@hotmail.com No Yes Yes
Salah Mohamed Sudan salahab99@yahoo.com No Yes Yes
Saidi Mbaga Tanzania mbagash@suanet.ac.tz No Yes Yes
James Oluka Uganda saaridir@infocom.co.ug No Yes Yes
Emmanuel Lutaaya Uganda elutaaya@unam.na No Yes Yes
Shalaulani J. Nsoso Botswana snsoso@temo.bca.bw No Yes Yes
Timothy Gondwe Malawi tgondwe@chirunga.sdnp.org.mw No Yes No
Mizeck Chagunda South Africa Chagunda@agrsci.dk No Yes Yes
Edward Nesamvuni South Africa Nesamvu@univen.ac.za No Yes No
Baldwin Nengovhela South Africa baldwin@idpil.agric.za No Yes No
Rosemary L. Vilakati Swaziland rvilakat@agric.uniswa.sz Yes No Yes
Stanley Makuza Zimbabwe makuza@agric.uz.ac.zw Yes Yes No
Capacity building for sustainable use of AnGR in developing countries 39
Region and name Country E-mail address
Level of participation
Planning
workshop
Training
course
Follow-up
workshop
Guy Appolinaire
Mensah
Benin ga-mensah@yahoo.com Yes No Yes
Baitsi Podisi Botswana bpodisi@gov.bw No Yes Yes
Racine Samba sow Senegal sambaracine@yahoo.com No Yes Yes
Ofelia Galman
Omitogum
Nigeria aomitog@oauife.edu.ng No Yes No
Mamadou Coulibaly Mali mamadou.coulibaly3@ier.ml No Yes Yes
Baffour-Awuah
Opuku
Ghana obawuah@yahoo.com No Yes Yes
Jabel Sowe Gambia jmsowe@yahoo.com No Yes Yes
Joseph Mase Mafeni Cameroon joemafeni@yahoo.com No Yes Yes
Rahamane Sanfo Burkina
Faso
r_sanfo@yahoo.fr No Yes No
Workneh Ayalew Ethiopia w.ayelew@cgiar.org No Yes Yes
Enoch Othnel
Malaou-Aduli
Nigeria aduli40@yahoo.co.uk No Yes Yes
Richard Osei
Amposah
Ghana richardoseiamponsah@hotmail.cm No Yes Yes
Michael Ozoje Nigeria miczoje@yahoo.com No Yes No
Augustine Naazie Ghana anaazie@hotmail.com No Yes Yes
Yacouba Manjeli Cameroon iradpriva@iccnet.com No Yes No
Olga Sidanie
Assemien
C?te
d?Ivoire
cnracs@africaonline.co.ci No Yes No
Vounparet Zeuh Chad Fax. 235 520310 No Yes No
Achendu Lot Ebangi Cameroon dambah@yahoo.co.uk No Yes No
Aboubaca Togoyeni Burkina
Faso
toguyenia@hotmail.com No Yes No
South-East Asia
Bun Tean Cambodia ua@forum.org.kh Yes No
Te KuyHor Cambodia rua@forum.org.kh Yes No
Chhum Phith Loan Cambodia NA Yes Yes
Subandriyo Indonesia bandriyo@indo.net.id Yes No
Ronny Rachman
Noor
Indonesia ronny_noor@yahoo.com Yes Yes
Bounlieng
Khoutsavang
Lao PDR Fax: 856 (21) 732047 Yes No
Soukanh
Keonouchanh
Lao PDR soukanh_k@hotmail.com Yes Yes
Sharif Haron Malaysia sharifh@mardi.my Yes No
Jothi Panandam Malaysia jothi@agri.upm.edu.my Yes Yes
Khin Muang Win Myanmar lbvd@mptmail.net.mm Yes No
Yin Yin Thein Myanmar lbvd@mptmail.net.mm Yes No
Orville L. Bondoc Philippines orvillebondoc@yahoo.com Yes No
Francisco F. Penalba Philippines ffp@mudspring.uplb.edu.ph Yes No
40 Capacity building for sustainable use of AnGR in developing countries
Region and name Country E-mail address
Level of participation
Planning
workshop
Training
course
Follow-up
workshop
Xiquan Zhang China xqzhang@scau.edu.cn Yes Yes
Vanida
Khumnirdpetch
Thailand vanidak@yahoo.com Yes No
Voravit Siripholvat Thailand agrvvs@ku.ac.th Yes No
Pakapun Skunmun Thailand swkppb@ku.ac.th Yes Yes
Chancharat
Roedecha
Thailand rchancha@netserv.chula.ac.th
Yes No
Charan
Chantalakhana
Thailand swkcrc@ku.ac.th Yes Yes
Le Thi Thuy Vietnam thuy-niah@netnam.org.vn Yes Yes
Dang Vu Binh Vietnam dvubinh@hn.vnn.vn Yes No
Asep Anang Indonesia a_anang@yahoo.com No Yes
Nivath Phanaphet Lao PDR Fax: 007 85621 415674 No Yes
Johari Jiken Abdullah Malaysia nekij@mardi.my No Yes
Than Aye Myanmar lbvd@mptmail.net.mm No Yes
Aung Than Myanmar lbvd@mptmail.net.mm No Yes
Renato Santa Ana
Vega
Philippines rsav@mudspring.uplb.edu.ph No Yes
Chong Wang China betty@scau.edu.cn No Yes
Ye Shaohui China ysh64444@public.km.yn.cn No Yes
S. Buaban Thailand buaban_ai@hotmail.com No Yes
Smith Yimmongkol Thailand Fax: 66 34 351892 No Yes
Nalinee Imboonta Thailand Nalinee.I@Chula.ac.th No Yes
Nguyen Van Duc Vietnam ditruyen@hn.vnn.vn No Yes
Trinh cong Thanh Vietnam Cthanhgv@hcm.vnn.vn No Yes
Capacity building for sustainable use of AnGR in developing countries 41
Appendix 2. List of case studies: Version 1 of the Animal
Genetics Training Resource (2003)
Appendix 2a. Case studies produced specifically for the training resource
1. The unique Kuri cattle of the Lake Chad Basin by Ntombizakhe Mpofu and J.E.O
Rege.
2. The multiplication of Africa?s indigenous cattle breeds internationally: The story of
the Tuli and Boran breeds by Ntombizakhe Mpofu.
3. The importance of breeding infrastructure and support services: The success and
failure of artificial insemination as a method of disseminating genetic material to
smallholder dairy farmers in southern Africa by Ntombizakhe Mpofu.
4. Choice of genetic types for specific production environments and production systems
by Ntombizakhe Mpofu.
5. Crossbreeding systems and appropriate levels of exotic blood: Examples from Kilifi
Plantations by A.K. Kahi.
6. Monitoring of Sahiwal and Friesian cattle genetic improvement programmes in
Kenya by Ntombizakhe Mpofu and J.E.O. Rege.
7. Genetic improvement of indigenous cattle breeds in Zimbabwe: A case study of the
Mashona Group Breeding Scheme by C.T. Khombe.
8. Comparison of indigenous and foreign cattle for beef production at Matopos
Research Station in Zimbabwe by Ntombizakhe Mpofu.
9. Phenotypic and genetic parameters in cattle populations in Ghana by G.S. Aboagye.
10. Characterisation of genetic diversity in indigenous cattle of East Africa: Use of micro-
satellite DNA techniques by M. Okomo-Adhiambo.
11. Genetic diversity in indigenous cattle for East Africa?using RAPDs by P. Gwakisa.
12. The importance of a national breeding policy?Case for the Malawian Dairy Industry
by M.G.G. Chagunda.
13. Performance testing for the smallholder sector in South Africa by C.B. Banga.
14. The South African National Small Stock Improvement Scheme by J.J. Olivier.
15. The pig performance testing scheme in Zimbabwe by K. Dzama.
16. The development of breeding strategies for the large-scale commercial dairy sector in
Zimbabwe by Ntombizakhe Mpofu.
17. Why value AnGR in economic terms? by A. Drucker.
18. How to value AnGR? by A. Drucker.
Appendix 2b. Case studies from ICAR Technical Series 3 (1999)
1. The open nucleus breeding programme of Djallonk? sheep in C?te d?Ivoire by V.
Yapi-Gnaore.
42 Capacity building for sustainable use of AnGR in developing countries
2. Improving sub-tropical Egyptian fat-tailed sheep through crossbreeding with prolific
Finnsheep by Abdul-Naga.
3. National rabbit project population of Ghana: A genetic case study by Lukefahr.
4. D?man sheep breeding programme in Morocco by Darfoui.
5. Peul, Touabire and Djallonke sheep breeding programmes in Senegal by Fall.
6. The N?Dama breeding programme at the International Trypanotolereance Center
(ITC) in the Gambia by Dempfle and Jaitner.
7. Cross-breeding strategies for beef cattle production in Brazil by Euclides Filho.
8. An evaluation of the breeding strategies used in the development of the Dorper
sheep and improved Boer goat of South Africa by Ramsay et al.
9. Buffalo breeding programme in Thailand by C. Chantalakhana.
10. Dairy cattle breeding programme in Brazil: Development of the Brazilian Milking
hybrid by Madalena.
11. Development of animal breeding strategies for the local breeds of ruminants in
French West Indies by Noves et al.
12. Structures for improving smallholder chicken production in Bangladesh: Breeding
strategies by Jensen.
13. Sustainability of dairy cattle breeding systems utilizing artificial insemination in less
developed countries?Examples of problems and prospects by J. Philipsson.
Capacity building for sustainable use of AnGR in developing countries 43
Appendix 3. Questionnaire on postgraduate training
in animal breeding/genetics in sub-Saharan Africa
Part one
1. Name and contact details of University and responding Department:
Fax: E-mail:
Tel.:
2. Name and position of respondent:
Fax: E-mail:
3. If your College/Department does not have a postgraduate programme with animal
breeding/genetics components then mark ONE of the two below and return this
page only.
(a) No postgraduate training in Animal Science [ ]
(b) Postgraduate training in Animal Science/Production offered but no animal
breeding/genetics [ ]
4. Are you aware of a colleague in another Department and/or College (where animal
breeding/genetics courses are taught at postgraduate level) who can contribute to this
survey? If there is one, please send them a copy of this questionnaire. If you are not
in a position to do so, please let us know so that we can send them one and please
provide their name and address below.
Fax: E-mail:
Part two
5. How many students, on average, are enrolled in the postgraduate programme in a
given year?
6. How long does the MSc course normally take? yrs.
7. What does the course involve? (Tick the right one)
(a) Course work only
(b) Course work and thesis research project
44 Capacity building for sustainable use of AnGR in developing countries
(c) Research (thesis) project only
(d) Other (specify)
How long does each of the above components take?
(a) (months)
(b) (months)
(c) (months)
(d) (months)
8 List the animal breeding/genetics courses taken by students in postgraduate pro-
grammes in your Department.
Courses
Hours
for lectures
Hours for
laboratory practicals
Hours for
computing practicals
Total
hours
Compulsory
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
o)
Optional
i)
ii)
iii)
iv)
v)
vi)
Please use additional sheets if necessary
9. Other than lectures, laboratory and computing practicals, what other teaching
methods, if any, do you use?
Capacity building for sustainable use of AnGR in developing countries 45
10. Please now indicate, from the list of courses given in 6 above, which courses include
topics on:
A. Basic genetics
B. Population genetics
C. Breed characterisation methodologies (estimation of genetic parameters, between
breed differences, estimation of genetic and phenotypic diversity, genotype?
environment interactions etc.)
D. Animal genetic improvement (principles of selection, breeding objectives, breed-
ing programmes, cross breeding systems etc.)
E. Methods of conservation of animal genetic resources
Please give your answer as the number of hours and/or percentage of each course
devoted to each set of topics (A to E). A blank or no answer will be taken to mean that
the particular set of topics is not yet covered in your courses.
Course title (from answer 6)
Time (hrs/percentage) spent on
ABCDE
11. Do the courses (above) that include topics on conservation biology and animal
genetic improvement also include the use of conserved or improved animal breeds?
Yes/No
12. To what extent are laboratory and computing facilities adequate for the courses and
students taught?
Laboratory
(a) Non-existent
(b) Not adequate (needs a lot of improvement)
(c) Moderate (needs small improvement)
(d) Adequate
Computing
46 Capacity building for sustainable use of AnGR in developing countries
(a) Non-existent
(b) Not adequate (needs a lot of improvement)
(c) Moderate (needs small improvement)
(d) Adequate
13. How many staff members are involved in teaching the postgraduate courses? By using
disciplinary grouping (e.g. quantitative geneticists, molecular geneticists, reproductive
physiologists, applied animal breeders etc.) please indicate (without giving names) the
numbers of staff involved and their training levels (MSc, PhD etc.).
Discipline MSc PhD BVM DVM Other* Total
Example: Reproductive Physiologist: 1 MSc, 1 PhD?total of 2.
*Please specify here:
14. What teaching materials are available for animal breeding/genetics components of
the postgraduate courses? [Answer by completing parts (a) to (f) below]
(a) List books used as course literature (maximum 5):
Author Year Title
No. of copies
in library
% of students
who buy the books
1
2
3
4
5
(b) Are there any relevant journals available in the library (i.e. those received regularly)?
Yes/No
If yes, please list the main ones (maximum 5):
1.
2.
3.
4.
5.
Capacity building for sustainable use of AnGR in developing countries 47
c) Are there any Asian (national and regional) datasets and/or databases used as course
materials?
Yes/No
If yes, please list the main ones (maximum 3)
1.
2.
3.
(d) A case study is a written summary or synthesis of real-life experiences. They are there-
fore widely used to illustrate theories (i.e. bring theoretical concepts and practical
situations together). Do you use Asian (national and regional) case studies when
teaching?
Yes/No
If yes, please list the main documented case studies that you have used (maximum 5)
1.
2.
3.
4.
5.
(e) Are computer used in teaching?
Yes /No
If yes, please list the main ones (maximum 5):
1.
2.
3.
4.
5.
(f) Which computer programs are used for data analyses
1.
2.
3.
4.
5.
(g) How many computers are available for postgraduate students?
Total number:
Number of computers per postgraduate student:
15. Do postgraduate students have access to the Internet?
Yes/No
And do the computers they use have a CD drive?
Yes/No
48 Capacity building for sustainable use of AnGR in developing countries
16. What course teaching materials do you think are essential but not available for the
postgraduate courses?
17. Specify the areas in animal breeding/genetics that you think need to be strength-
ened or introduced into the postgraduate courses (maximum 5)
1.
2.
3.
4.
5.
18. What, in your opinion, would limit (or does limit) adequate coverage or inclusion of
the areas identified (in 14 above) in the present postgraduate courses?
19. To what extent have staff involved in teaching animal breeding/genetics in your insti-
tution (or Department) been trained in teaching methods?
(a) Not at all
(b) Small extent
(c) Large extent
20. Do you think a course (for faculty involved in postgraduate teaching) combining
issues in animal breeding/genetic resources and teaching methods would help to
improve your courses?
Yes/No
If the answer is yes, please list what aspects such a course could help improve.
21.
(a) From experiences elsewhere (Europe and North America), case studies have been
found to be very valuable tools for teaching animal genetics and breeding, (i.e.
they make the teaching more relevant to local conditions and improve under-
Capacity building for sustainable use of AnGR in developing countries 49
standing of complex topics). Do you agree with the need for case studies?
Yes/No
(b) If the answer to 21 (a) is yes, what areas/issues should case studies address?
(c) Would you be interested in contributing to the development of case studies or
helping identify potential case study authors?
Yes/No
50 Capacity building for sustainable use of AnGR in developing countries
Appendix 4. Training course?Example of schedule
Capacity building for sustainable use of animal
genetic resources in developing countries
ILRI?SLU?Sida training course for university
teachers and researchers from South-East Asia,
7?25 January 2003, Bangkok, Thailand
Date and time Room Facilitators Topic (module references in italics within brackets)
Tuesday 7/1
09.00?10.15 L KU, OM, BM, ER,
LAE, JP
Welcome note, Kasetsart University
Course introduction. Self introduction by participants
10.15?11.00 L CC Animal genetic resources in SEA?An overview
11.00?11.30 Coffee and photographs
11.45?12.30 L JP, ER, HW Animal genetic resources (AnGR) for sustainable
agriculture (including FAO and ILRI activities within
(AnGR) (M1)
13.30?14.30 L PS Brief presentation of Kasetsart University (KU)
Drive around facilities
14.30?16.00 L BM, JP Teaching animal breeding?why, what, how?
Teaching and research inter-relationships (M5)
16.00?17.30 L, C OM, BM, LAE Demo/lab: Training Resources on CD-ROM
Introduction of case studies group work
19:00 Informal ?get together? and self-introduction
Wednesday 8/1 ER Improving our knowledge of AnGR (M2)
09.00?11.00 L
11.15?12.00 L JP, ER, OM Introduction to project work ?Conservation programme
for an indigenous breed?
13.30?14.30 L JP Components of a sustainable breeding programme (M3)
15.00?17.00 Lib. NT Library facilities at KU. Literature search
Thursday 9/1
09.00?10.00 L JP Defining breeding objectives. The role of identity and
trait recording in livestock (M3)
10.00?10.30 L VK Experiences of dairy recording: The Thailand case
11.00?12.00 L, C LAE, BM, OM Computer lab/demo: LASER/Interherd software for live-
stock recording
13.30?15.00 L BM Oral presentation and visual displays (M5)
Power Point demonstration
15.30?17.30 C BM, LAE Computer lab: Producing visuals in Power Point
Friday 10/1
09.00?10.30 L BM, LAE Aspects on teaching and learning (M5) (including buzz-
group discussions)
10.45?12.30 L, C BM, LAE, OM Computer lab (Databases): FAO and World Bank
statistics; DAD?IS; DAGRIS; LEAD; OMIA; Anubis etc.
Capacity building for sustainable use of AnGR in developing countries 51
Date and time Room Facilitators Topic (module references in italics within brackets)
14.00?16.30 L BM Statistical analysis in animal breeding (M4 partly) how to
make the topic understandable for students?
19.00? Social evening (theme: Thailand)
Saturday 11/1
Full day PS Study visits
Sunday 12/1 Free
Monday 13/1
09.00?12.00 L, G+ BM, LAE Teaching methods in animal science (M5) (including
discussion on participant experiences)
13.30?15.00 L ER, OM Statistical analysis in animal breeding research and
practice (M4)
15.30?17.30 L, C ER, OM, AvD Computer demos and labs (M4): Software for data analysis
(SAS, AIREML/DFREML, MINITAB)
Tuesday 14/1
09.00?12.00 L BM Teaching genetic evaluation (M4 and Compendium)
13.30?16.00 L, C BM, LAE Computer lab: BLUP (using Excel)
16.15?17.00 L CPs Participants? experiences with genetic evaluation
Wednesday 15/1
09.00?11.00 L OH Basics and applications of molecular genetic markers in
animal breeding
11.15?12.00 L OM, BM, LAE Mid-course review
13.30?16.30 L, C ER, OM, LAE, BM,
CPs
Computer demos and labs (M4): Software for statistical
analyses in quantitative genetics (AIREML/DFREML,
VCE, etc). Including also some participant experiences.
19.00?22.00 L BM, LAE Exercise: Oral presentations (Group A) (Remaining
groups: Time for project work)
Thursday 16/1
09.00?12.00 L, C LAE QTL, single genes and marker assisted selection in
animal breeding programmes (M3 and M4).
Computer lab: Analysis for QTL detection (M4)
13.30?17.00 L, C OH Measuring genetic diversity in populations (M2 and 4)
Analysis of molecular data in breed characterisation
(M4). (lecture and computer lab)
19.00?22.00 L BM, LAE Exercise: Oral presentations (Group B) (Remaining
groups: Time for project work)
Friday 17/1
09.00?12.00 L, C OH Measuring genetic diversity in populations (M2 and 4)
Analysis of molecular data in breed characterisation (M4)
(lecture and computer lab continued)
13.30?15.30 L ER, AvD Planning, execution and analysis of breed surveys (M4)
15.30?16.30 L JP, OM Follow-up: Project work ?Conservation programme?
19.00?22.00 L BM, LAE Exercise: Oral presentations (Group C)
(Remaining groups: Time for project work)
Saturday 18/1
Free
Sunday 19/1 Free
Monday 20/1
52 Capacity building for sustainable use of AnGR in developing countries
Date and time Room Facilitators Topic (module references in italics within brackets)
09.00?12.00 L, G+ BM, LAE Methods for evaluating students and teaching (M5)
How to stimulate educational/didactic development at a
university? (M5)
13.30?16.30 L JP Sustainable breeding programmes for tropical farming
systems (M3)
16.30?18.30 L, C LAE, BM Computer lab: Animal Breeding Tutorial
Web searches for teaching materials, software etc.
Tuesday 21/1
09.00?12.00 L DS, BB, CPs. Examples of breeding programmes in SEA
14.00?17.00 L, C JP, LAE, BM, OM Computer lab: Breeding plans
17:00 Time for project work
Wednesday 22/1
09.00?10.30 L ER, OM Methods for conserving threatened breeds (M3)
11.00?12.00 G+ OM, JP Case studies: Group discussion
14.00?15.00 L OM, JP Case studies: Group reporting
15.00?17.00 L BM, LAE Scientific writing; Research supervision of Msc students;
Essentials of a research proposal (M5)
16.30 Time for project work
Thursday 23/1
09.00?12.00 G+ BM, JP, LAE, OM Cross-group discussion: Breeding programmes and animal
genetic resources conservation
13.00?14.00 L BM Poster presentation of research results (M5)
14.00? Time for project work
Friday 24/1
09.00?12.30 L JP, ER, OM Reporting and discussion of project work ?Conservation
programme for an indigenous breed?
14.00?15.00 L ER, OM, JP Identification of research areas of priority in AnGR
15.30?17.15 G+, L OM, BM Discussion: Animal Genetics Training Resource
Saturday 25/1
09.00?10.00 L, G+ BM, OM Group discussion:
? Desired improvements of animal breeding education
in the participants? home countries (curriculum,
course contents, teaching methods); Co-operation
between universities/research institutes within the
country; Prospects and how to reduce possible
constraints
10.30?12.00 L ER/JP + ?All? Group reports and general discussion
13.30?16.00 L ?All? Course evaluation; Possible co-operation and networking
between countries in teaching and research
Discussion of future activities
19:00 Course dinner. Hand out of course certificates
Teaching rooms:
L = Lecture room G + = Group rooms
C = Computer room Lib = Library
Capacity building for sustainable use of AnGR in developing countries 53
Facilitators:
ILRI (International Livestock SLU (Swedish University
Research Institute) of Agricultural Sciences)
ER = Ed Rege BM = Birgitta Malmfors
OM = Okeyo Mwai JP = Jan Philipsson
OH = Olivier Hanotte LAE = Lena Andersson-Eklund
AvD = Anette van Dorland
Others
VK = Vanida Khumnirdpetch PS = Pakapun Skunmun
HW = Hans Wagner DS = David Steane
KU = Representative Kasetsart University CC = Charan Chantalakana
BB = Brian Burns Cps = Course participants
NT = Naiyana Treenatesumpun
Participants have been requested to contribute (lead discussions on the various topics or give their experiences in form of
demonstrations during the last session of 13th, 14th and 15th January 2003 and first morning session on the 21st January
2003). Others who are willing to participate in similar capacities will be requested to indicate so during the first few days
of the course.
54 Capacity building for sustainable use of AnGR in developing countries
Appendix 5. Impact assessment questionnaire to the past
course participants from eastern, southern, central
and western African regions
Please fill the questionnaire on the computer by writing in the shaded fields and by
ticking in shaded boxes
Save the file and name it Questionnaire 2003_nnn, where instead of ?nnn? you write the
name by which you were addressed in the course (such as Girma, Guy etc.)
Name: Country:
Institution: Region:
Percent of your present working time spent on research, teaching, extension/consulting
and other tasks at your home university/research institute (please select alternative by
left-clicking the appropriate box):
0?10% 11?20% 21?40% 41?60% 61?80% 80?100%
Research
c255c160c160c160c160c160
Teaching
c255c160c160c160c160c160
Extension/consulting
c255c160c160c160c160c160
Other
c255c160c160c160c160c160
The objectives of the ILRI?SLU training course were to support human capacity
building by:
i) Increasing the awareness about issues regarding AnGR conservation and use
ii) Strengthening the knowledge and skills in the area of animal genetic resources, aiming at a better
understanding of the needs and methods for sustainable use of livestock for food production in
developing countries
iii) Making the participants acquainted with a variety of research and teaching methods, as well as
materials of value and possible use for their own teaching, research and supervision in animal breeding
and genetics
iv) Exchange of ideas and experiences between university teachers and researchers in animal breeding and
genetics, and to stimulate networking
1. At the end of the ILRI?SLU training course ?Capacity building for sustainable use of
animal genetic resources in developing countries?, in which you participated in the
year 2000 or 2001, you indicated that the course would have a positive impact on
your work in teaching and/or research upon your return to your country institution.
Reflecting back on the period between the course and now, indicate in the table
below whether the course has had a general impact on your work, and to what
extent.
Capacity building for sustainable use of AnGR in developing countries 55
Attended the course in year
Has the course had any
impact on your work?
General impact?to what extent?
Very little Very much
12 3 4 5 6 7 8 9
2000 c160 2001 c160 Yes c160 No c160c160c160c160c160c160c160c160c160c160
Any general comment?
2. Participants in the ILRI?SLU training course (2000 or 2001) indicated in the eval-
uation that the course would have an impact on their teaching in several ways, in-
cluding the teaching methods. Indicate in the table below to what extent the experi-
ences and skills gained during the training course have had an impact on teaching
methods in your institution (or your country), and in what way.
(Please tick boxes and write in the shaded fields. The space for your writing will ex-
pand where needed)
2 Teaching methods Impact of training course?
Comments, e.g. What was done?
Results on teaching and on
students? learning? Constraints?
2.1 In general Very little Very much
1 2 3456 7 8 9
c160 c160 c160c160c160c160 c160 c160 c160
2.2 Lectures Very little Very much
1 2 3456 7 8 9
c160 c160 c160c160c160c160 c160 c160 c160
2.3 Student activating
activities ? overall impact
Very little Very much
1 2 3456 7 8 9
c160 c160 c160c160c160c160 c160 c160 c160
What student activating
activities? (fill below)
Very little Very much
1 2 3456 7 8 9
2.3.1
c160 c160 c160c160c160c160 c160 c160 c160
2.3.2
c160 c160 c160c160c160c160 c160 c160 c160
2.3.3
c160 c160 c160c160c160c160 c160 c160 c160
2.3.4
c160 c160 c160c160c160c160 c160 c160 c160
2.4 Other teaching
activities? (fill below)
Very little Very much
1 2 3456 7 8 9
2.4.1
c160 c160 c160c160c160c160 c160 c160 c160
2.4.2
c160 c160 c160c160c160c160 c160 c160 c160
2.4.3
c160 c160 c160c160c160c160 c160 c160 c160
Further comments on impact/implementation of teaching methods?
3. Participants in the ILRI?SLU training course (2000 or 2001) also indicated in the
evaluation that the course would have an impact on their course contents. Indicate
in the table below to what extent the experiences and skills gained during the train-
56 Capacity building for sustainable use of AnGR in developing countries
ing course have had an impact on relevant course contents in your institution (or
your country), and in what way.
3 Course contents Impact of training course?
Comments, e.g. What was done?
Results on teaching and on students?
learning? Constraints?
3.1 In general Very little Very much
1 234 56 7 8 9
c255c255c255c255c255c255 c255 c255 c255
3.2 What contents?
(fill below)
Very little Very much
1 234 56 7 8 9
3.2.1
c255c255c255c255c255c255 c255 c255 c255
3.2.2
c255c255c255c255c255c255 c255 c255 c255
3.2.3
c255c255c255c255c255c255 c255 c255 c255
3.2.4
c255c255c255c255c255c255 c255 c255 c255
3.2.5
c255c255c255c255c255c255 c255 c255 c255
3.2.6
c255c255c255c255c255c255 c255 c255 c255
Further comments on impact/implementation of course contents?
4. Curriculum development is an important factor that influences the effectiveness of
teaching and academic programmes in general. In order to remain relevant, curricula
need to be reviewed from time to time. Participants in the ILRI?SLU training course
(2000 or 2001) indicated in the evaluation that the course would have an impact on
curricula and courses. Indicate in the table below to what extent the training course
has contributed towards curriculum development in your institution (or your
country), including the specific courses taught. What is the nature of the achieve-
ment or impact and how has this been achieved?
4 Curriculum/Courses Impact of training course? Achieved?What/How? (specify)
4.1 Review of existing curriculum Very little Very much
12345 6 7 8 9
c255c255c255c255c255 c255c255c255 c255
4.1.1 What?s reviewed? (fill below) Very little Very much
12345 6 7 8 9
4.1.1.1
c255c255c255c255c255 c255c255c255 c255
4.1.1.2
c255c255c255c255c255 c255c255c255 c255
4.1.1.3
c255c255c255c255c255 c255c255c255 c255
4.1.1.4
c255c255c255c255c255 c255c255c255 c255
4.1.1.5
c255c255c255c255c255 c255c255c255 c255
4.2 Introduction of new courses
(what courses?)
Very little Very much
12 3 4 5 6 7 8 9
4.2.1
c255c255c255c255c255 c255c255c255 c255
4.2.2
c255c255c255c255c255 c255c255c255 c255
Capacity building for sustainable use of AnGR in developing countries 57
4 Curriculum/Courses Impact of training course? Achieved?What/How? (specify)
4.2.3
c255c255c255c255c255 c255c255c255 c255
4.2.4
c255c255c255c255c255 c255c255c255 c255
4.2.5
c255c255c255c255c255c255c255c255
Further comments on impact/implementation of curriculum development and new
courses?
5. Participants indicated that part of their day-to-day responsibilities includes conduc-
ting research, supervision of research, administrative research support, and com-
municating research results. To what extent have the experiences and skills gained
during the ILRI?SLU training course influenced the way you now carry out each of
the above tasks or responsibilities and how?
5 Research activity Impact of training course? In what way (How)?
5.1 Own research Very little Very much
1 2 34567 8 9
c160 c160 c160c160c160c160c160 c160 c160
5.2 Research supervision Very little Very much
1 2 34567 8 9
c160 c160 c160c160c160c160c160 c160 c160
5.3 Research administration Very little Very much
1 2 34567 8 9
c160 c160 c160c160c160c160c160 c160 c160
5.4 Communicating research Very little Very much
1 2 34567 8 9
c255 c255 c255c255c255c255c255 c255 c255
5.5 Prioritisation of research Very little Very much
1 2 34567 8 9
c255 c255 c255c255c255c255c255 c255 c255
Further comments on the implementation/impact of the training course on your
research activities?
6. To what extent has the ILRI?SLU training course helped to catalyse your own re-
search initiatives on the Animal Genetic Resources (AnGRs) that are of interest to
you and are relevant to your country/region?
6 Initiative
Species and breed
(specify)
Any results to-date
or anticipated?
6.1 New research initiated on indigenous AnGRs
6.2 Increased budgetary allocation to indigenous AnGRs
6.3 Collation of body of information on indigenous AnGRs
6.4 Participation in the state of the world activities
58 Capacity building for sustainable use of AnGR in developing countries
6 Initiative
Species and breed
(specify)
Any results to-date
or anticipated?
6.5 New research, budgetary allocation or collation of
information on any non-indigenous AnGRs (specify
activity)
6.5.1
6.5.2
6.5.3
Further comments on your own research on AnGR?
7. To what extent and how has the ILRI?SLU training course had an impact for in-
creased networking between you and ILRI, and with the fellow training course par-
ticipants and colleagues within your country and region?
7 Networking between you and Impact of training course? In what way (How)?
7.1 ILRI Very little Very much
1 2 345678 9
c160 c160 c160c160c160c160c160c160 c160
7.2 Other course participants Very little Very much
1 2 345678 9
c160 c160 c160c160c160c160c160c160 c160
7.3 Colleagues within your institution Very little Very much
1 2 345678 9
c160 c160 c160c160c160c160c160c160 c160
7.4 Other universities/research
institutions in your country
Very little Very much
1 2 345678 9
c255 c255 c255c255c255c255c255c255 c255
7.5 Any other (specify):
7.5.1 Very little Very much
1 2 345678 9
c255 c255 c255c255c255c255c255c255 c255
7.5.2 1 2 3 4 5 6 7 8 9
c255 c255 c255c255c255c255c255c255 c255
Suggest ways by which such networks could be enhanced:
7 Networking between you and How to increase and improve the networking
7.6 ILRI
7.7 Other course participants
7.8 Colleagues within your institution
7.9 Other universities/research institutions in
your country
7.10 Any other (specify):
7.10.1
7.10.2
Capacity building for sustainable use of AnGR in developing countries 59
Further comments on networking?
8. At the end of the ILRI?SLU training course, you listed three things that you would
definitely try to implement in teaching and/or research at your home institution.
Visiting your own list (see point 4 in the attachment ?Course evaluation??), state the
extent to which you have achieved the intended or set target, and why you have or
have not been able to do so?
Target activity set by you
(see attachment, point 4) Extent to which it is implemented?
Reason(s) for success/
failure
8.1 Very little Very much
1 2 34567 8 9
c160 c160 c160c160c160c160c160 c160 c160
8.2 Very little Very much
1 2 34567 8 9
c160 c160 c160c160c160c160c160 c160 c160
8.3 Very little Very much
1 2 34567 8 9
c160 c160 c160c160c160c160c160 c160 c160
Any related activity that you implemented? (specify)
8.4 Very little Very much
1 2 34567 8 9
c255 c255 c255c255c255c255c255 c255 c255
8.5 Very little Very much
1 2 34567 8 9
c255 c255 c255c255c255c255c255 c255 c255
8.6 Very little Very much
1 2 34567 8 9
c255 c255 c255c255c255c255c255 c255 c255
Further comments on implementation of target activities?
9. A lot of course materials were delivered during the ILRI?SLU training course. Please
indicate below what you have mainly used of those materials in your teaching, re-
search and supervision.
Material (specify) Purpose of use How useful was the material? Comments
Not useful Very useful
9.1 1 2 3456789
c160c160c160c160c160c160c160c160c160
9.2 1 2 3456789
c160c160c160c160c160c160c160c160c160
9.3 1 2 3456789
c160c160c160c160c160c160c160c160c160
60 Capacity building for sustainable use of AnGR in developing countries
Material (specify) Purpose of use How useful was the material? Comments
9.4 1 2 3456789
c255c255c255c255c255c255c255c255c255
9.5 1 2 3456789
c255c255c255c255c255c255c255c255c255
9.6 1 2 3456789
c255c255c255c255c255c255c255c255c255
9.7 1 2 3456789
c255c255c255c255c255c255c255c255c255
9.8 1 2 3456789
c255c255c255c255c255c255c255c255c255
9.9 1 2 3456789
c255c255c255c255c255c255c255c255c255
9.10 1 2 3456789
c255c255c255c255c255c255c255c255c255
Further comments on the course materials?
10. Unfortunately only a few teachers/researchers from each country could be invited to
participate in the ILRI?SLU Training Course. It is therefore important that the ex-
periences, knowledge and skills achieved during the course are disseminated to col-
leagues in the participants? home countries. Please indicate below to what extent you
have been able to contribute with such dissemination.
What was disseminated How was it disseminated Result
a.
b.
c.
d.
e.
f.
g.
h.
Further comments on dissemination of the experiences, knowledge and skills
achieved?
11. Anything else you would like to add concerning the impact of the ILRI?SLU training
course that you participated in?
Thank you for filling the questionnaire!
Capacity building for sustainable use of AnGR in developing countries 61