Institutional strengthening of the College of Agriculture and Natural Resources (Ghana)

Since late 2008 TBI has been coordinating the project NPT-GHA-278 “Institutionalization of Integrated Natural Resource Management (INRM) principles and approaches in the strategy and academic programmes” with the College of Agriculture and Natural Resources (CANR) of Kwame Nkrumah University of Science and Technology, Kumasi, (KNUST).

The project NPT-GHA 278 (2008-2012) is a follow-up of NPT-GHA 088/130 (2005-2008) carried out jointly by KNUST and a Dutch consortium led by Tropenbos International and including Wageningen International (WI), International Centre for development oriented Research in Agriculture (ICRA) and Dutch Foundation for Sustainable Development in Higher Education (DHO). NPT/GHA/088/130 was used mainly to build capacity of faculty members. KNUST identified the need to continue the incorporation of INRM principles into its strategy and curricula as a means to resolving complex environmental problems.

Project objective

The specific objective of the project is to institutionalize the principles and approaches of INRM in the strategy and academic programmes of CANR. As compared to the previous project (NPT/GHA/088), the focus of NPT/GHA/278 will be partially shifted from capacity building to institutionalization of the principles and approaches of INRM within CANR.

CANR is supported by its Dutch partners in embedding INRM principles in its strategy, academic programmes, job descriptions, plans and budgets. The involvement and commitment of CANR/KNUST higher management is of crucial importance to the achievement of the project objective. As part of the embedding process, the capacity building of KNUST staff will be consolidated to enable them to design and deliver INRM learning programmes for different target groups. Additionally, INRM principles will be incorporated in the academic programmes. Reflection/Monitoring & Evaluation and a strong and continuous stakeholder engagement are the two cross-cutting elements of the project. More and more CANR staff is getting involved. Working groups have been formed to ensure the embedding of INRM within CANR and to support the design and delivery of training programmes. Staff are being prepared for their new role as change agents in the implementation of CANR’s strategy towards the incorporation of INRM and will be available to participate in the proposed project activities.

At the end of the project, CANR will offer INRM based learning programmes prepared in close consultation with its stakeholders. CANR will distinguish itself in the region as a centre of excellence in INRM principles/ sustainable development.

CANR’s learning programmes will address topics that are prioritized in Ghana Natural Resources and Environmental Governance (NREG) Program.

Expected results

INRM approaches and principles embedded in strategy development, plans and budgets of CANR.
Capacity of CANR staff to design and deliver INRM learning programmes for different target groups consolidated.
INRM principles incorporated into current and new academic programmes.
Periodic reflection, monitoring and evaluation of the institutionalization of INRM within CANR and with stakeholders established.
Continuous stakeholder engagement in embedding INRM in CANR and applying them within their own organisations and institutions attained.
Investments in support of the project results.

The major focus of NPT/GHA/ 278 will be on:

Engaging high management of KNUST/CANR in the embedding of INRM principles and approaches in CANR learning programmes;
Engaging stakeholders as partners in advisory bodies and in College processes, thus enhancing potential for income generation and diversification;
Stimulating joint ownership of CANR products, courses and learning programmes among partner stakeholders;
Promoting external stakeholders, College staff and students to jointly engage in stakeholder commissioned INRM research programmes;
Partners involved in INRM capacity building initiatives individually and collectively recording their lessons learnt and making them available nationally and internationally;
Exposing greater number of staff members to the INRM principles and approaches;
Developing new programmes, learning and training materials, modules, curriculum;
Introducing quality assurance;
Sustainably embedding INRM approaches in the College (clarifying organisational development);
Incorporating INRM thinking in strategy development (strategic priorities, profiling of the College), budgets and plans of the College through greater engagement of managerial and administrative staff in INRM based processes in addition to academic staff;
Supporting CANR to become a Centre of Excellence in INRM learning programmes.