Botswana agricultural college expansion project no. 633-0074

Although the project succeeded by 1982 in doubling the intake of BAC certificate programs, enrollment was reduced by the Government of Botswana in 1985 due to a lack of employment opportunities for graduates. Nonetheless, the project made noteworthy achievements, primarily as a result of the strong commitment of the South Dakota State University (SDSU) TA team. There is a general consensus that the students coming out through the new BAC curricula are much better trained than those graduated under the old system. In addition, by strengthening the BAC the project has allowed the GOB to open degree programs in the same facility, and the BAC will soon become part of the University of Botswana. U.S. long-term training was provided to 19 BAC staff members (15 BS, 5 MS, and 1 Doctor of Veterinary Medicine; 2 students received 2 degrees each). All participants returned to the BAC except the DVM degree holder, who was assigned elsewhere. Short-term training was provided to five BAC staff (one in Kenya, the United Kingdom, and the Netherlands, and two in the United States). In addition, USAID/B provided U.S. training to 10 MOA staff members. Participant training was skewed towards animal science training with little emphasis on the socioeconomic sciences, genetics and biometry, or agricultural engineering - all of which are required in the BAC's diploma-level curricula. Most major inputs were provided in a timely manner and in appropriate quality and quantity. Facility construction, although slightly delayed, was completed by 10/82 and the campus is attractive and functional. Some problems were encountered with commodity procurement because of suppliers' failure to follow specifications. Several pieces of equipment are sitting idle or are not being properly utilized because operating manuals are not available. The expensive air-conditioning unit in the animal health center is not operational. Several lessons were learned. (1) The choice of a Title XII University to design and implement a project of this nature was appropriate since project services were the natural extension of staff members' day-to-day work at the home institution. (2) SDSU's ability to assemble a TA team from its large faculty was beneficial, since each member's capabilities were known to the campus coordinator. (3) Construction of physical facilities and commodity procurement are generally problematic and deserve more attention from the project design and implementation teams. (4) Instead of sending all long- and short-term trainees to the United States, undergraduate students and short-term trainees could attend third-country programs, which may be less expensive, more relevant, and cause less culture shock. (5) The project is an excellent example of donor coordination (other donors included the Overseas Development Agency, the Peace Corps, and the UN). (6) The project should have included a crops/soil laboratory, a college farm, and training of a librarian and someone to maintain BAC equipment.