NATIONAL WORKSHOP TO INTEGRATE CLIMATE KNOWLEDGE PRODUCTS IN ATVET CURRICULUM: FARM MECHANIZATION, COOPERATIVE ORGANIZATION, MARKETING, AND RURAL LAND ADMINISTRATION PROGRAMS Workshop Report Berhanu Belay, Gebermedihin Ambaw, Brook Makonnen, Million Bulo, Dawit Solomon May 2025 To cite this report Belay B, Ambaw G, Makonnen B, Bulo M, Solomon D. 2025. AICCRA Workshop Report: National Workshop to Integrate Climate Knowledge Products in ATVET Curriculum: Farm Mechanization, Cooperative Organization, Marketing, And Rural Land Administration Programs. Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) Acknowledgements Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) is a project that helps deliver a climate-smart African future driven by science and innovation in agriculture. It is led by the Alliance of Bioversity International and CIAT and supported by a grant from the International Development Association (IDA) of the World Bank. About AICCRA Reports The titles in this series aim to disseminate interim research on scaling climate services and climate-smart agriculture in Africa and stimulate feedback from the scientific community. Cover photo: Gebermedihin Ambaw Disclaimer This workshop report has not been peer reviewed. Any opinions stated herein are those of the author(s) and do not necessarily reflect the policies or opinions of AICCRA, donors, or partners. Licensed under a Creative Commons Attribution–Noncommercial 4.0 International License. © 2025 Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) Partners WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) ABSTRACT Climate change education, particularly through curriculum development and the capacity-building of instructors teaching climate-related subjects, is critical in supporting climate change mitigation and adaptation in agriculture. A workshop was organized to integrate climate knowledge products (CKP) into the Agricultural Technical and Vocational Education and Training (ATVET) curriculum in this context. Before the curriculum development, participants received training on climate basics and climate-smart agriculture, which provided a strong foundation for informed curriculum design. The curriculum development initiative was directed toward ATVET colleges, based on the premise that their graduates are expected to work at the grassroots level, where communities are highly vulnerable to the impacts of climate change. A collaborative initiative between the Ministry of Labor and Skills (MoLS) and the Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) influenced ATVET policy to incorporate a course entitled 'Applying Weather and Climate Information to Manage Agricultural Production Risk,' which was included across all agricultural disciplines in three successive rounds of curriculum development efforts. The workshop participants included the trainer (ATVET colleges) and the employer (Ministry of Agriculture). In the third round, held from March 10 to 15, 2025, technical staff from ATVET colleges, AICCRA, the Ministry of Agriculture (MoA), MoLS, the Ethiopian Institute of Agricultural Research (EIAR), and the Ethiopian Meteorological Institute (EMI) collaboratively developed a stand-alone course. This course will serve six programs: Agricultural Mechanization – Farm Machinery Operation, Agricultural Mechanization – Farm Machinery Mechanics, Rural Land Administration, Agricultural Cooperative Accounting and Auditing, Agricultural Cooperative Business Management, and Agricultural Cooperative Marketing. A total of 22 professionals participated in the workshop. The course content includes customized modules on climate basics, climate risk analysis, climate risk management, and reporting climate change effects, tailored to each program's specific needs. The Teaching, Training, and Learning Materials (TTLM) for five of the six programs were finalized, edited, and officially distributed to ATVET colleges for implementation. Moving forward, a tailored training program for staff teaching climate-related courses and a follow-up on implementing the new curriculum have been identified as the next priority steps. Keywords Climate change; ATVET colleges; curriculum; TTLM; capacity building WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) ABOUT THE AUTHORS Berhanu Belay is a Senior Research Consultant, Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) at the International Livestock Research Institute. Gebermedihin Ambaw is Research Officer, Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) at the International Livestock Research Institute. Brook Makonnen is the Communications and Knowledge Management Officer, Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) at the International Livestock Research Institute. Million Bulo is the Head of the Agricultural Curriculum and Teaching Materials Development Desk at the Ministry of Labor and Skills. Dawit Solomon is an Eastern and Southern Africa Program Leader, Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) at the International Livestock Research Institute. WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) i CONTENTS INTRODUCTION ................................................................................ 1 OBJECTIVES ...................................................................................... 1 OPENING REMARKS ........................................................................... 2 REFRESHER PRESENTATIONS ............................................................ 2 Approaches in integrating CKPs in a curriculum/Programs: Ethiopian higher learning institutions' experience ............................................ 3 Fundamentals of climate science and climate information services ....... 4 Climate Smart Agriculture ............................................................. 6 RELEVANCE OF INTEGRATING CKP IN THE SIX ATVET PROGRAMS ..... 7 EXPERIENCES IN THE INTEGRATION OF CKP IN OTHER ATEVT PROGRAMS ........................................................................................ 7 COURSE STRUCTURES IN ATVET COLLEGES ....................................... 8 DEVELOPMENT OF OS, CURRICULUM, AND TTLM FOR THE PROGRAMS 9 Rural Land Administration ........................................................... 10 Agricultural mechanization (Farm Machinery Operation and Farm Machinery Mechanics) ................................................................. 12 Agricultural Cooperative (Accounting and Auditing; Business Management; and Marketing) ...................................................... 14 NEXT STEP AND ACTION PLAN ......................................................... 15 CLOSING REMARKS ......................................................................... 15 REFERENCES ................................................................................... 17 APPENDICES ................................................................................... 18 WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) ii ACRONYMS AICCRA Accelerating Impacts of CGIAR Climate Research for Africa ATVET Agricultural Technical Vocational Education and Training CIS Climate information services CKP Climate knowledge products CLM Climate Sensitive Innovations for Land Management CRM Climate risk management CRMA Climate Risk Management in Agriculture CRMAE Climate Risk Management in Agricultural Extension CSA Climate-smart agriculture EIAR Ethiopian Institute of Agricultural Research EMI Ethiopian Meteorological Institute MoA Ministry of Agriculture MoLS Ministry of Labor and Skills TTLM Teaching, Training, and Learning Materials WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 1 INTRODUCTION Climate change and its associated risks are increasingly manifested in reduced agricultural productivity. These climate risks can be mitigated through informed, knowledge-based adaptation and mitigation strategies. Climate education at various levels plays a vital role in enhancing the capacity of individuals and institutions to respond effectively. As a key component of education, curriculum development, combined with building the capacity of teaching staff using CKPs, can significantly contribute to climate literacy and the cultivation of a climate- conscious future workforce. The collaboration between AICCRA and the Ministry of Labor and Skills (MoLS) to integrate CKPs into the ATVET curricula is an ongoing initiative. To date, CKPs have been successfully integrated into five agricultural programs: (i) Crop Production (Berhanu et al., 2024a), (ii) Animal Health, (iii) Animal Production, (iv) Natural Resource Management, and (v) Irrigation and Drainage (Berhanu, 2024b). The achievements in past collaborative activities have triggered CRMAE to be integrated in all ATEVET programs, which will contribute to producing a competent and climate-literate future workforce engaged in agricultural extension activities. Two national workshops played a crucial role in integrating CRMAE into the five initial curricula and recommended the adoption of CKPs across all remaining ATVET programs. The latest national workshop, held from March 10–15, 2025, followed the earlier efforts. This workshop provided refresher training and facilitated the integration of CRMAE into six additional programs: ▪ Agricultural Mechanization – Farm Machinery Operation ▪ Agricultural Mechanization – Farm Machinery Mechanics ▪ Rural Land Administration ▪ Agricultural Cooperative Accounting and Auditing ▪ Agricultural Cooperative Business Management ▪ Agricultural Cooperative Marketing OBJECTIVES ▪ To provide a refresher and overview of CRMAE and Climate-Smart Agriculture (CSA) for national workshop participants responsible for curriculum integration in ATVET programs. ▪ To integrate CRMAE into the six additional programs through a collaborative national workshop. ▪ To propose next steps and corresponding actions to institutionalize the implementation of CRMAE within the ATVET curriculum framework. WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 2 OPENING REMARKS The workshop commenced with opening and welcoming remarks from Prof. Berhanu Belay of AICCRA and Mr. Million Bulo from MoLS. Ministry of Labor and Skills Mr. Million Bulo, Head of the Agricultural Curriculum and Teaching Materials Development Desk at MoLS, welcomed participants from ATVET colleges and partner organizations and outlined the workshop's primary objective: integrating climate knowledge into ATVET curricula. He emphasized the growing impact of climate change on agricultural productivity and rural livelihoods, underscoring the urgency of adaptation and mitigation strategies to build community resilience. Mr. Million highlighted the pivotal role of education in responding to climate change at all levels. He called for ATVET institutions to be equipped with modernized, climate-informed curricula that include foundational climate science, climate basics, climate change adaptation, and mitigation strategies. He also stressed that ATVET colleges are responsible for producing the future workforce and development agents working directly with rural communities, which are most vulnerable to the adverse effects of climate change. He emphasized that graduates must possess the knowledge and skills necessary to promote climate resilience at the local level. Further, Mr. Million reaffirmed MoLS’s expertise in curriculum development and its commitment to ensuring that educational content remains responsive to labor market demands and alumni feedback. He encouraged participants to ensure the workshop produces high-quality, actionable outcomes that will benefit staff, students, and rural communities by fostering greater climate literacy. Accelerating Impacts of CGIAR Climate Research for Africa Speaking on behalf of AICCRA, Prof. Berhanu Belay affirmed AICCRA’s commitment to demonstrating the transformative potential of climate education through integrating CKPs into curricula and the capacity building of instructors. He noted that empowering the next generation with relevant climate knowledge is critical for effective climate change adaptation and mitigation. Developing robust teaching materials and training programs is a vital part of this process. REFRESHER PRESENTATIONS A series of refresher and background presentations were made on key topics relevant to curriculum development in ATVET programs. These sessions were designed to provide a solid foundation for integrating CKPs into the curriculum and to build a common understanding among participants. WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 3 The presentations focused on three main thematic areas: 1. Approaches to integrating CKPs into curricula – covering multiple strategies and best practices for embedding climate knowledge into various program structures. 2. Fundamentals of climate science and climate information services – providing a concise overview of climate basics, weather and climate information systems, and their relevance to agriculture. 3. Climate-Smart Agriculture (CSA) – principles and practices of CSA, emphasizing its role in enhancing productivity, building resilience, and reducing emissions in the agricultural sector. Approaches in integrating CKPs in a curriculum/Programs: Ethiopian higher learning institutions' experience Professor Berhanu Belay emphasized the critical role of climate education, both formal and informal, in supporting climate change adaptation and mitigation. His presentation highlighted the reciprocal relationship between climate education and the growing risks of climate change, asserting that effective education can play a transformative role in building resilience at all levels of society. He emphasized that the key pillars for advancing climate education include clearly defined graduate competencies, appropriate modes of delivery, well-structured and in-depth curriculum content, the capacity of teaching staff, and the availability of supporting infrastructure. He stressed that climate-related curricula should cover essential topics such as climate basics, climate information services, climate-smart agriculture, and climate risk management in agriculture. Professor Berhanu noted significant progress already achieved in Ethiopia, referencing collaborative efforts involving 31 universities and 18 ATVET colleges (Berhanu et al., 2023; Berhanu et al., 2024; Grossi et al., 2024). These institutions have employed diverse approaches to integrate CKPs into academic programs, including: ▪ Needs/gap assessments of existing curricula ▪ Development of new programs ▪ Review and revision of existing curricula ▪ Offering customized and short-term courses ▪ Revamping of existing curricula ▪ Supporting student-led initiatives, such as climate clubs He emphasized that the integration modality should remain flexible and tailored to each institution's specific context. One or more approaches may be adopted depending on institutional priorities and readiness. However, several challenges persist: ▪ Curriculum stagnation: Although curricula should be dynamic, they often become static. WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 4 ▪ Resistance to change: A prevailing mindset views existing curricula as unchangeable unless explicitly mandated by the Ministry of Education. ▪ Leadership transitions: Frequent university and ATVET leadership changes can delay momentum, requiring renewed efforts to onboard and persuade new officeholders. ▪ Disciplinary silos: Departments may resist integrating courses perceived as outside their traditional domain. ▪ Knowledge gaps: Limited understanding of evolving climate science among faculty can hinder progress. ▪ Lack of documentation: The pace and process of CKP integration vary across institutions, and the absence of systematic documentation and knowledge sharing slows implementation. In conclusion, Professor Berhanu called for renewed commitment to maintaining curriculum dynamism. He stressed the importance of continuously updating academic programs with contemporary knowledge and innovations, ensuring they remain relevant to current challenges and responsive to future needs. Fundamentals of climate science and climate information services Mr. Yimer Asefa from the Ethiopian Meteorology Institute (EMI) delivered a comprehensive refresher presentation focusing on the fundamentals of climate science and climate information services. His session covered essential topics such as the differences between weather and climate, the concept of climate change, its associated risks, and strategies for building resilience. According to his presentation, climate is the long-term average of weather conditions, including temperature, rainfall, humidity, solar radiation, and wind, typically measured over 30 years. In contrast, weather is a short-term atmospheric condition observed at a specific time and location. Climate change, he noted, is a long-term alteration in these average conditions and is increasingly driven by human activities and natural processes. Mr. Yimer emphasized the significant impacts of climate change on human and ecological systems. These include rising temperatures, altered precipitation patterns, increased frequency and intensity of extreme weather events, and rising sea levels. Such changes directly affect food production, water resources, air quality, and public health. Various climate variables, such as temperature, rainfall, humidity, solar radiation/cloud cover, and wind (direction and speed), are routinely measured and analyzed to monitor these changes using statistical tools to support informed decision-making. He also provided an overview of Ethiopia’s diverse climate system, which is characterized by three primary seasons: Belg (February to May), Kiremt (June to September), and Bega (October to January). The country exhibits varying rainfall patterns across different regions (Figure 1). Type A regions experience a bimodal rainfall pattern, receiving precipitation during the Belg and Kiremt seasons. Type C regions also follow a bimodal pattern, with rainfall concentrated in the Bega and Belg seasons. In contrast, Type B regions have a monomodal rainfall pattern, marked by a single extended rainy season that typically begins in March and lasts through November. WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 5 Figure 1. Season classification in Ethiopia (Belg, Kiremt, and Bega). A combination of global and local factors influences climate variability in Ethiopia. Globally, key drivers include variations in solar radiation due to latitude, large- scale atmospheric circulation patterns, the Earth's axial tilt and seasonal cycles, and the distribution of continents and oceans, which affect heat and moisture transport across the planet. These factors collectively shape the broader climate systems that influence regional weather and climatic trends. Understanding the fundamentals of weather, climate, and climate change, along with their driving forces, is essential for effective communication with end users and for taking timely and appropriate corrective actions. He further highlighted that Ethiopia experiences considerable climate variability due to a complex interplay of local conditions and remote climatic phenomena. This variability can lead to significant changes in weather patterns from year to year and is commonly assessed using metrics such as the coefficient of variation, standard deviation of climate records, and climate anomalies. Two major remote climatic drivers were identified as having a particularly profound impact on Ethiopia’s interannual climate variability: the El Niño–Southern Oscillation (ENSO) and the Indian Ocean Dipole (IOD). During a positive IOD phase—characterized by warmer waters in the western Indian Ocean and cooler waters in the east— Ethiopia often receives enhanced rainfall, especially during the Belg season (February to May) and sometimes during the Kiremt season (June to September). Conversely, a negative IOD phase, marked by warmer waters in the eastern Indian Ocean, can reduce rainfall in Ethiopia, exacerbating drought conditions and negatively affecting agriculture and water availability. In conclusion, Mr. Yimer underscored the importance of equipping students in ATVET colleges with a solid understanding of climate basics. This knowledge is WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 6 vital for preparing future professionals who can contribute meaningfully to climate change mitigation and adaptation efforts within their communities. Climate Smart Agriculture Mr. Gebermedihin Ambaw delivered a comprehensive presentation on the principles, challenges, and opportunities of climate-smart agriculture, offering participants a strong foundation and refresher essential for curriculum development in their respective fields. Before delving into the specifics of CSA, he revisited fundamental concepts of climate, weather, and climate change to establish a shared understanding and context for CSA practices. He defined climate-smart agriculture as a holistic and integrated approach to managing agricultural systems, encompassing crops, livestock, forestry, and fisheries, that aims to achieve three key outcomes simultaneously: (i) sustainably increasing agricultural productivity and incomes, (ii) enhancing resilience and adaptation to climate change, and (iii) reducing greenhouse gas emissions where possible. This approach aligns with broader goals of food security and sustainable development. Mr. Gebermedihin elaborated on the three core pillars of CSA: ▪ Increased productivity: Enhancing agricultural output to secure food supply and improve livelihoods. ▪ Enhanced resilience (adaptation): Strengthening the ability of agricultural systems to adapt to the adverse effects of climate change, such as erratic rainfall, droughts, floods, and extreme temperatures. ▪ Reduced emissions (mitigation): Minimizing greenhouse gas emissions from agricultural practices to contribute to climate change mitigation. He emphasized that these three pillars must function in a complementary manner. When integrated effectively, CSA can address the significant vulnerabilities of agriculture, a sector susceptible to climate variability and change. Regarding practical implementation, Mr. Gebermedihin outlined adaptation strategies for crop and livestock systems. For crop and forest management, these include water-efficient technologies (e.g., drip irrigation), soil and water conservation practices, rainwater harvesting, mulching, adjusting planting dates, adopting improved and climate-resilient crop varieties, etc. For livestock systems, CSA practices involve improved feed and fodder management, sustainable grazing and pasture management, manure and waste management, animal breeding for climate resilience, disease prevention, and animal health management. These measures help reduce yield losses caused by climatic extremes such as drought and irregular rainfall, while supporting sustainable land use. Mr. Gebermedihin underscored that a solid understanding of CSA principles and practices is crucial for students and educators within ATVET colleges. He recommended that ATVET curricula should be updated to reflect the multidimensional nature of CSA, integrating theory with practical, context-specific examples. Furthermore, he stressed the importance of developing learning materials that convey CSA practices effectively, thereby equipping future WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 7 graduates with the tools and knowledge necessary to support climate adaptation and mitigation at the community level. RELEVANCE OF INTEGRATING CKP IN THE SIX ATVET PROGRAMS The six ATVET program curricula developed include Agricultural Mechanization – Farm Machinery Operation, Agricultural Mechanization – Farm Machinery Mechanics, Rural Land Administration, Agricultural Cooperative Accounting and Auditing, Agricultural Cooperative Business Management, and Agricultural Cooperative Marketing. These areas are increasingly affected by the multifaceted impacts of climate change, which place significant pressure on agricultural systems, land use, and cooperative institutions. As such, there is a pressing need for a strong educational response that harnesses the power of knowledge to drive effective climate change mitigation and adaptation strategies. Integrating climate-smart principles into these programs equips future professionals with the competencies to manage climate-related risks, enhance resilience, and contribute to sustainable agricultural development. The connections between climate change and each of these agricultural disciplines are outlined below: ▪ Rural Land Administration: Climate change presents significant challenges to rural land administration, including land degradation, changing land suitability, and increased vulnerability of livelihoods dependent on agriculture and natural resources, demanding integrated, participatory, and climate- resilient land management strategies. ▪ Agricultural Cooperatives: Climate change significantly impacts agricultural cooperatives and marketing by increasing climate-related risks and uncertainties, potentially reducing crop yields and posing challenges for food security, requiring cooperatives to adapt and implement strategies for resilience and sustainable practices. ▪ Agricultural Mechanization: Agricultural mechanization faces both challenges and opportunities in the context of climate change. On one hand, extreme weather events and variable growing conditions can hinder machinery operation and affect equipment design and efficiency. On the other hand, mechanization offers pathways to climate-smart practices, such as precision agriculture, conservation tillage, and efficient irrigation technologies. Developing climate-resilient mechanization strategies is essential for boosting productivity, reducing emissions, and promoting sustainable land use. EXPERIENCES IN THE INTEGRATION OF CKP IN OTHER ATEVT PROGRAMS The collaboration between AICCRA/CCAFS, IRI, and ATVET colleges, initially under the Ministry of Agriculture and later under the Ministry of Labor and Skills, dates to 2021. The primary objective of this partnership has been to enhance the WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 8 capacity of ATVET college staff by developing the CRMAE module, integrating climate knowledge products into the ATVET curriculum, and conducting capacity- building training programs. The CRMAE module was developed to suit the development agents and contextualize the Ethiopian situation by engaging and employing stakeholders of the ATEVT graduates, such as the MoA, EMI, and EIAR. Extensive capacity- building training was conducted for ATEVT staff that will be channelled to graduates and smallholder farmers on the premise that ATEVT graduates are trained to serve as development agents in the rural community (Belay et al., 2023; Belay et al., 2024; Grossi et al., 2021; Grossi et al., 2024). The capacity-building program has led to the integration of climate knowledge products. MoLS has decided to integrate climate knowledge products in all agricultural curricula with a credited and standalone course that could be implemented in 18 ATEVT colleges and 12 programs. As a result, the module named ’Applying Weather and Climate Information to manage agricultural Production Risks’ in Crop production (Belay et al., 2023) and Animal Production, Animal Health, Natural Resource Management, and Irrigation and drainage programs (Belay et al., 2024). To support this integration, a comprehensive training and curriculum development workshop (write-shop) was conducted. As a result, climate knowledge products have been incorporated into the occupational standards (OS), curricula, and Training, Teaching and Learning Materials (TTLM) for programs such as Agricultural Mechanization (Farm Machinery Operation and Mechanics), Agricultural Cooperative Accounting and Auditing, Agricultural Cooperative Business Management, Agricultural Cooperative Marketing, and Rural Land Administration (Annex 2). The next phase involves continuing capacity-building efforts for ATVET staff teaching these courses and launching awareness campaigns targeting employers of ATVET graduates and the public. COURSE STRUCTURES IN ATVET COLLEGES The courses in ATVET colleges are designed with a practical orientation, allocating 70% to hands-on training and 30% to theoretical instruction. It is structured into three main components: Occupational Standards (OS), Curriculum (C), and Training and Teaching Learning Materials (TTLM). The Occupational Standards, which are organized based on the industry, define the knowledge (context-based), skills (performance-based), and attitudes (behavior-based) required for effective workplace performance. It should already contain the requirements of the Unit of Competence (UC) and specify what a person should know and do to effectively carry out the functions of a particular job in the context of the work environment. It also constitutes elements of the subject matter, the critical aspects of competence, required knowledge and attitudes, and the method and context of assessment. Stakeholders from industry, particularly employers, are the significant factors in developing the standards (MoSHE, 2020). WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 9 The curriculum is prepared to comprise the knowledge, skills, and attitudes set in occupational standards, the module description, the learning outcome regarding the anticipated skills and expertise after the module, and the resources needed to run the module. The TTLM is a detailed technical description of the modules that constitute the instruction sheet (content), information sheet (detailed description of the subject and the topic), self-check (the equations of different forms to check the trainee's selection of the module), and reference material for further reading. Hence, climate knowledge products are integrated into occupational standards, curricula, and the TTLM. DEVELOPMENT OF OS, CURRICULUM, AND TTLM FOR THE PROGRAMS Participants were organized into three thematic groups during the workshop: Agricultural Mechanization, Agricultural Marketing, and Land Administration to develop OS, curriculum, and TTLM. ▪ Occupational Standards (OS): Each group began by reviewing and discussing the Occupational Standards (OS). The OS used as a reference was initially developed for the Crop Production program, designed to encompass a broad spectrum of agricultural practices. For this exercise, the OS was adapted to suit the specific focus areas of each group. While the overarching standard remained consistent, discipline-specific interventions were incorporated during WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 10 the curriculum development and Training and Teaching Learning Materials (TTLM). ▪ Curriculum Development: Following the OS adaptation, each group drafted a curriculum aligned with their respective occupational standards. Each group presented to the larger assembly, followed by constructive feedback and discussions. The groups revised and finalized their draft curricula based on the input received. ▪ Training and Teaching Learning Materials (TTLM): Building on the approved OS and curriculum, the groups proceeded to develop the TTLM, considered the core component of the training program. Feedback from workshop participants and subject matter experts was integrated to refine the materials. As a result, a comprehensive draft of the TTLM was produced and is now ready for final editing and branding. Each group developed the OS, curriculum, and TTLM. The module has captured foundational topics, including climate basics, climate risk analysis, risk management options, and reporting and communication of climate-related risks. The course structure is designed to ensure both general understanding and program-specific relevance. Specifically: ▪ Units 1 and 4 cover common core concepts across all ATVET programs. ▪ Units 2 and 3 are tailored to address program-specific climate knowledge products and contextual applications relevant to each specialization. This structure ensures that learners gain a solid foundation in climate science while also developing specialized knowledge aligned with their field of study. Rural Land Administration The course titled "Applying Weather and Climate Information to Manage Agricultural Production Risk" is designed as a 45-hour module tailored to the Rural Land Administration program. The course structure allocates: WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 11 ▪ 14 hours of theoretical instruction ▪ 17 hours of practical sessions ▪ 14 hours of cooperative training Table 1. Module Description of “Applying Weather and Climate Information to Manage Agricultural Production Risk” for the Rural Land Administration Program Module Code and Title AGR RLA2 M16 0724: Title - Applying Weather and Climate Information to Manage Agricultural Production Risks Nominal Duration: 30 Hours Module Description: This module covers the knowledge, skills, and attitude required to understand basic weather and climatic concepts, and identify and apply climate risk management measures for Rural Land Administration Training Outcomes At the end of the module, the trainee will be able to attain the following training objectives: ▪ Understand weather and climate basics ▪ Identify weather and climate risks to Land administration ▪ Apply climate risk management measures ▪ Report and document work outcomes Module Contents: Learning Unit one: Understanding weather and climate basics 1.1. Understanding the concept of weather, climate, and climate change 1.2. Understanding weather and climate parameters 1.3. Understanding Ethiopian climates 1.4. Understanding factors driving the climate of Ethiopia 1.5. Understanding climate variability over Ethiopia 1.6. Identifying factors driving climate variability in Ethiopia 1.7. Identifying factors responsible for climate change 1.8. Identifying weather and climate information sources relevant to land administration Learning Unit Two: Identify weather and climate risks in land administration 2.1 Weather and climate risk factors affecting land administration 2.2 Understanding weather and climate impact on land administration 2.3 Conducting and monitoring Climate risk assessment. Comprehensive Learning Unit Three: apply climate risk management measures 3.1 Obtaining and interpreting Seasonal climate forecasts and advisories 3.2 Planning and implementing appropriate climate risk management measures 3.3 Transferring Appropriate climate basic knowledge and timely climate information to farmers 3.4 Facilitating Financial Instruments and Insurance 3.5 Monitoring and reviewing climate risk management measures Learning Unit Four: Reporting and Documenting Work Outcomes 4.1 Developing data collection formats 4.2 Data collection and organizing 4.3 Documenting and reporting collected and organized data WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 12 Agricultural mechanization (Farm Machinery Operation and Farm Machinery Mechanics) The course titled "Applying Weather and Climate Information to Manage Agricultural Production Risk" is structured as a 60-hour training program, comprising: ▪ 18 hours of theoretical instruction, ▪ 24 hours of practical sessions, and ▪ 18 hours of cooperative learning This course is specifically tailored to support two programs within the Agricultural Mechanization stream: ▪ Farm Machinery Operation, and ▪ Farm Machinery Mechanics. Table 2. Module description of “Applying Weather and Climate Information to Manage Agricultural Production Risk” for Farm Machinery Operation and Mechanics Programs Learning Unit One: Understanding the Concept of Weather, Climate, and Climate Change Basics This unit is developed to provide the necessary information regarding the following content coverage and topics: ▪ Understanding the concept of weather, climate, and climate change ▪ Understanding weather and climate parameters and identifying measuring instruments ▪ Understanding Ethiopian climates ▪ Understanding factors driving the climate of Ethiopia ▪ Understanding climate variability over Ethiopia ▪ Identifying factors driving climate Variability in Ethiopia ▪ Identifying Factors responsible for climate change ▪ Identifying weather and climate information sources relevant to Agricultural mechanization This unit will also assist you in attaining the learning outcomes stated on the cover page. Specifically, upon completion of this Training Module, you will be able to: ▪ Understand the concept of weather, climate, and climate change ▪ Understand weather and climate parameters and identify measuring instruments ▪ Understand Ethiopian climates ▪ Understand factors driving the climate of Ethiopia ▪ Understand climate variability over Ethiopia ▪ Identify factors driving climate Variability in Ethiopia ▪ Identify factors responsible for climate change ▪ Identify weather and climate information sources relevant to Agricultural Mechanization. Learning Unit Two: Identify weather and climate risks to Agricultural Mechanization This unit is developed to provide with the necessary information regarding the following content coverage and topics: WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 13 ▪ Understanding weather and climate risk factors affecting Agricultural Mechanization ▪ Understanding weather and climate impact on Agricultural Mechanization ▪ Undertaking climate risk assessment for Agricultural Mechanization This unit will also assist you in attaining the learning outcomes stated on the cover page. Specifically, upon completion of this Training Module, you will be able to: ▪ Understand weather and climate risk factors affecting Agricultural Mechanization ▪ Understand the weather and climate impact on Agricultural Mechanization ▪ Conduct and monitor climate risk assessment for Agricultural Mechanization Learning Unit Three: Applying climate risk management measures for Agricultural mechanization This learning guide is developed to provide with necessary information regarding the following content coverage and topics: ▪ Obtaining and interpreting Seasonal climate forecasts and advisories ▪ Planning and implementing appropriate climate risk management measures ▪ Transferring Appropriate climate basic knowledge and timely climate information to farmers ▪ Facilitating Financial Instruments and Insurance for Agricultural Mechanization ▪ Monitoring and reviewing climate risk management measures This guide will also assist you in attaining the learning outcomes stated on the cover page. Specifically, upon completion of this learning guide, you will be able to: ▪ Obtain and interpret Seasonal climate forecasts and advisories ▪ Plan and implement appropriate climate risk management measures ▪ Transfer Appropriate climate basic knowledge and timely climate information to farmers ▪ Facilitate Financial Instruments and Insurance for Agricultural Mechanization. ▪ Monitor and review climate risk management measures Learning Unit Four: Report and Document Work Outcomes This learning guide is developed to provide with the necessary information regarding the following content coverage and topics: ▪ Preparing data-collecting formats ▪ Collecting and organizing data ▪ Documenting and reporting collected and organized data This guide will also assist you in attaining the learning outcomes stated on the cover page. Specifically, upon completion of this learning guide, you will be able to: ▪ Develop data-collecting formats ▪ Collect and organize data on Agricultural mechanization ▪ Document and report collected and organized data WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 14 Agricultural Cooperative (Accounting and Auditing; Business Management; and Marketing) The course, titled "Applying Weather and Climate Information to Manage Agricultural Production Risks," is designed as a 45-hour training module, consisting of: ▪ 14 hours of theoretical instruction, ▪ 17 hours of practical sessions, and ▪ 14 hours of cooperative learning. This module is specifically developed to support the following programs: ▪ Agricultural Cooperative Accounting and Auditing ▪ Agricultural Cooperative Business Management ▪ Agricultural Cooperative Marketing Table 3. Module description of “Applying Weather and Climate Information to Manage Agricultural Production Risks” for Agricultural Cooperative Programs Module Code and Title AGR CAA2 M10 0325: Applying Weather and Climate Information to Manage Agricultural Production Risks Nominal Duration 45 hrs. MODULE DESCRIPTION: This module covers the knowledge, skills, and attitude required to understand basic weather and climate concepts, identify and apply climate risk management measures for agricultural production. LEARNING UNITS At the end of the module, the trainee will be able to: ▪ Understand weather and climate basics ▪ Identify weather and climate risks to agricultural cooperatives ▪ Apply climate risk management measures on agricultural cooperatives ▪ Report and document work outcomes MODULE CONTENTS Learning Unit One: Understanding weather and climate basics 1.1 Understanding the concept of weather, climate, and climate change 1.2 Identifying appropriate tools required for the measurement of Climate 1.3 Understanding weather and climate parameters 1.4 Understanding Ethiopian climates 1.5 Understanding factors driving the climate of Ethiopia 1.6 Understanding climate variability over Ethiopia 1.7 Identifying factors driving climate Variability in Ethiopia 1.8 Identifying weather and climate information sources relevant to agricultural cooperatives Learning Unit Two: Identify weather and climate risks to agricultural cooperatives 2.1 Weather and climate risk factors affecting agricultural cooperatives 2.2 Impacts of Weather and Climate on Agricultural Production 2.3 Conducting and monitoring Climate risk assessment Learning Unit Three: Apply climate risk management measures on agricultural cooperatives 3.1 Obtaining and interpreting Seasonal climate forecasts and advisories 3.2 Transferring basic climate knowledge and information to cooperative members 3.3 Planning and implementing climate risk management measures WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 15 3.4 Facilitating Financial Instruments and Insurance 3.5 Monitoring and evaluating climate risk management measures Learning Unit Four: Report and Document Work Outcomes 4.1 Developing data collection formats 4.2 Collecting and organizing data 4.3 Documenting and reporting collected and organized data NEXT STEP AND ACTION PLAN Following the refresher course and the corresponding curriculum development, a set of future action points was established, along with the assignment of responsible individuals and organizations for each task. Key activities included raising awareness among the respective colleges about the workshop’s main objectives and actionable outcomes. Table 4. Next steps and responsibilities to implement the integration of CKP into the ATEVT curriculum Activity/Action Timeline Responsibility Informing the deans, vice deans, and department heads of the outcome of the workshop March Participants of the workshop Editing and branding of the constituting OS, Curriculum, and TTLM March MoLS Pass the branded document to all colleges for implementation May MoLS Capacity-building training for staff teaching the courses May MoLS -AICCRA Launching workshop for stakeholders June Make a follow-up for the implementation of the curriculum by colleges June MoLS -AICCRA Feedback from end users (Staff, students, and Administration) June MoLS -AICCRA Plan other activities- short courses for DAs TBD MoLS -AICCRA CLOSING REMARKS The workshop concluded with closing remarks from Professor Berhanu Belay of AICCRA and Mr. Million Bulo from MoLS. Professor Berhanu commended the dedication of the workshop participants, highlighting their exceptional commitment to quality and punctuality in developing the OS, curriculum, and TTLM. He emphasized the substantial progress made over the six-day workshop in curriculum development and the technical understanding of climate change. Professor Berhanu also acknowledged AICCRA’s strong commitment, demonstrated by the provision of expert support and financial resources, WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 16 reflecting its strategic vision to empower future generations through climate literacy. Additionally, he urged continued engagement from MoLS and ATEVT colleges to follow through with curriculum implementation and contribute meaningfully to climate change mitigation and adaptation through education. Mr. Million Bulo appreciated the collaborative efforts of AICCRA, MoA, EMI, MoLS, and ATEVT colleges in integrating climate education into the Agricultural Vocational Education and Training (AVET) program. He acknowledged the impressive coordination among MoA, EMI, EIAR, MoLS, and AICCRA in developing a teaching and learning framework that invests in future development agents and fosters change at the grassroots level. He reaffirmed MoLS’s commitment to supporting colleges in rolling out the curriculum to ensure it benefits trainees and enhances the adaptive capacity of communities through climate education. With these remarks, the workshop was officially closed, reaffirming the importance of continued collaboration in addressing climate change and related development goals. WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 17 REFERENCES ▪ Belay B, Ambaw G, Amha Y, Dinku T, Hansen J, Demissie T, Solomon D. 2024a. National Mainstreaming Workshop on Climate Risk Management in Agricultural Extension (CRMAE) for Ethiopia. AICCRA Report. Accelerating the Impacts of CGIAR Climate Research for Africa (AICCRA). ▪ Belay B, Bulo M, Ambaw G, Amha Y, Demissie T, Solomon D. 2024b. National Mainstreaming Workshop on Climate Risk Management in Agricultural Extension (CRMAE) for Ethiopia: Animal Production, Animal Health, Natural Resources management and irrigation and Drainage. AICCRA Report. Accelerating the Impacts of CGIAR Climate Research for Africa (AICCRA). ▪ Grossi, A., Dinku, T., Hansen, J., Trzaska, S., Teshome, F., Teshome, A., Lemma, E., Gebre, A., Alemayhu, F., Bulo, M., Seid, J., Gebrehawariat, G., Gebreegziabher, T., Amha, Y., Ambaw, G., Demissie, T., Solomon, D., Belay, B. 2024. Systems Strengthening for Resilience: Climate Risk Management in Agricultural Extension in Ethiopia and Beyond. AICCRA Brief. Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA). ▪ Grossi A, Dinku T, Hansen J, Nsengiyumva G, Trzaska S, List G . 2021. Climate Risk Management in Agricultural Extension. AICCRA Workshop Report. Wageningen, the Netherlands: CGIAR Research Program on Climate Change, Agriculture and Food Security (CCAFS). ▪ Grossi A, Dinku T, Hansen J, Belay B, Demissie T, Solomon D. 2023. Climate Risk Management in Agricultural Extension (CRMAE) Curriculum: Training of Trainers and Adaptation to the ATVET Program. AICCRA Workshop Report. Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA). WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 18 APPENDICES Appendix 1. Workshop agenda from March 10-15, 2025 (Adama, Ethiopia) Company Name: የሥራና ክህሎት ሚኒስቴር MINISTRY OF LABOR AND SKILLS Document No: OF/MoLS/TVT-001 Title: የድርጊት መርሃ ግብር ቅፅ Issue No: 1 Page No.: Page 18 of 1 March 10, 2025 D a y 1 Activities Time Responsibility Participant registration 8:30 – 9:00 Facilitators Opening and welcome speech 9:00 – 9:10 From ACCRIA and MoLS Lessons from University ▪ Climate Knowledge about integration 9:10 – 10:30 Prof. Berhanu Belay Health break 10:30 – 11:00 AICCRA ▪ Climate Basics- Fundamental Principles 11:00 – 12:00 Yimer Asefa ▪ Climate-smart Agriculture: practices and experiences 12:00 – 12:30 Gebermedihin Ambaw Lessons from Crop, NRM, Animal Health, Animal Production, and Irrigation and Drainage occupations in ATVET programs - History, weather, and climate risk in Agriculture: Process and achievements/Background Review ▪ Review background ✓ OS – adoption from the past ATEVT programs ✓ Curriculum ✓ TTLM ✓ Way forward 12:30 – 13:00 Million Bulo Lunch 13:00 – 14:00 AICCRA Modality of work and grouping three teams as 6 Disciplines (Occupations) 14:00 – 17:00 Group March 11, 2025 D a y 2 Develop Curriculum Group 1 - Agricultural mechanization Group 2 - Agricultural cooperative Group 3 - Rural Land Administration 8:30 – 10:30 Group Health break 10:30 – 11:00 AICCRA Developed curriculum Grouping 1 – Agricultural mechanization Group 2 - Agricultural cooperative Group 3 - Rural Land Administration 11:00 – 12:30 Group Lunch 12:30 – 13:30 AICCRA Presentation of draft curriculum 13:30 – 15:30 WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 19 Health break 15:30 – 16:00 AICCRA Amendment of the draft curriculum based on feedback from the group 16:00 – 17:30 March 12, 13, and 14, 2025 D a y s 3 ,4 , a n d 5 Finalization of Curriculum documents 8:30 – 10:30 Group Tea break 10:30 – 11:00 AICCRA Develop TTLM Group 1 - Agricultural mechanization Group 2 - Agricultural cooperative Group 3 - Rural Land Administration 11:00 – 12:30 Group Lunch 12:30 – 13:30 AICCRA Developed the TTLM all team presentation 13:30 – 15:30 Health break 15:30 – 16:00 AICCRA Develop TTLM as a team presentation 16:00 – 17:00 Group November 15, 2025 D a y 6 Amendment of TTLM based on a comment Group 1 - Agricultural mechanization Group 2 - Agricultural cooperative Group 3 - Rural Land Administration 8:30 – 10:30 Group Health break 10:30 – 11:00 AICCRA Finalize TTLM as all the team members 11:00 – 12:30 Group Lunch 12:30 – 14:00 AICCRA Finalize and submit to the MoLS team 14:00 – 15:00 Group Health break 15:00 – 16:00 AICCRA Action plan and discussion 16:00 – 17:00 Group Closing 17:00 – 17:30 MoA, MoLS, and AICCRA Appendix 2. List of participants of the workshop WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 20 Appendix 3. List of other Agricultural fields do not include weather and climate issue No List of Occupation Level 1 Agricultural mechanization farm machinery operation I – IV 2 Agricultural mechanization farm machinery mechanics I – IV 3 Rural land Administration I – IV 4 Agricultural Cooperative accounting and auditing I – IV 5 Agricultural cooperative business management I – IV 6 Agricultural cooperative Marketing I – IV Appendix 4. A letter dispatched to the ATVET colleges for implementation at 18 ATEVT colleges. The six programs' occupational standards developed during the workshop (Annex 3) have been edited, branded, and officially submitted to the 18 ATEVT colleges for implementation. The accompanying letter to the colleges, written in Amharic, includes the following key message: “Education plays a vital role in climate change mitigation and adaptation by integrating essential concepts such as climate science, adaptation and mitigation strategies, and climate-smart agricultural practices. In this context, the Ministry of Labor and Skills, in collaboration with ATEVT colleges, AICCRA, the Ministry of Agriculture (MoA), the Ethiopian Meteorological Institute (EMI), and the Ethiopian Institute of Agricultural Research (EIAR), has developed a standalone, credit- bearing course titled ‘Applying Weather and Climate Information to Manage No Name Qualification Educational background Organization 1 Tinsa’e Medhin MBA Cooperative Acc. Wolaita Sodo ATVET 2 Molla Belay MBA Business Marketing Kombolecha ATVET 3 Mihretu Sahilu MBA Marketing Acc. Ardaita ATVET 4 Tsegaye Delelegn Msc Agri-Mechaization Ardaita ATVET 5 Tesfaye Mitiku Msc Land Agarefa ATVET 6 Agonafer Bogale Msc Land Agarefa ATVET 7 Gizachew Kassaew Msc Land Asossa ATVET 8 Mengistu Tefera Msc Agri-Mechaization Asossa ATVET 9 Enedalemaw Fekadu Msc Agri-Mechaization Alage ATVET 10 Milion Bulo Msc Desk head MolS 11 Birehanu Asrat Bsc Curriculum Expert MoLS 12 Asmare Mose MSc TTLM Expert (Environment 0 MoLS 13 Dr Fekadu Alemayehu MSC DVM, Dairy Science MOLS 14 Biruk Berhane MSC NARM, Assessment expert MOLS 15 Getachew Demissie Msc Agriculture CEO MoLS 16 Esayas Lema Msc Crop CEO MoA 17 Addisu Debele Msc Irrigation Expert MoA 18 Yimer Asefa Msc Metrology EMI 19 Endalkachew Msc Researcher EIAR 20 Ayalneh Mulatu Msc Researcher AICCRA 21 Gebermedihin Ambaw Msc Researcher AICCRA 22 Berhanu Belay PhD Researcher AICCRA WORKSHOP REPORT Accelerating Impacts of CGIAR Climate Research for Africa (AICCRA) 21 Agricultural Production Risks’. This communication informs and guides this course's integration into upcoming teaching programs.