Agricultural and Research Institute

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SETTING UP AGRICULTURAL AND RESEARCH INSTITUTE IN TANZANIA

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CONTENTS
1. Introduction 1.1 Objective 1.2 Purpose 1.3 Approach 1.4 Selection Criteria Agricultural Farm land.

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2.1 Methods and Materials 2.1.1 Facilitators 2.1.2 Teaching Aids and Accessories 2.1.3 Library 2.1.4 Research Lab 2.2 Pedagogy 2.2.1 Comparative learning 2.2.2 Assessment tests and Exams 3. Course overview 3.1.1 Horticulture 3.1.2 Agronomy 3.1.3 Agro-forestry 3.1.4 Farm Management 3.1.5 Agriculture extension and Rural Development 3.1.6 Human Nutrition 3.1.7 Animal Production
3.2 Theoretical Classes and lectures. 3.3 Research Work in Institute 4. Instruments and tools to be used

5. 6. 7. 7.1 7.2 8.

Features for sustainability and Growth Project funding Regions and zones in the Tanzania for setting up agriculture institutes Relevant ministries Existing Universities and Professional Training institutes. Tanzania Agricultural Background

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Introduction
1.1 OBJECTIVES OF THE INSTITUTE The purpose of this project is to positively respond to the Tanzania government policy on agricultural transformation. The mission institute would be to engage its students and trainers in relevant, timely and effective university studies through training, research and inquiries, focused on promoting agricultural based education and producing better skilled agricultural workforce. The aim is to contribute to the government efforts toward poverty reduction and promoting sustainable economic development through modernizing the techniques and methods the agricultural sector and efficient use of natural resources.

The project targets individuals and groups in the informal sector who have limited access to capital and cannot function to their full capacity in the modern market economy. It is envisaged that the entry of such individuals and groups into the formal market economy will enhance their opportunities in using their assets to access capital and thus improve national economic growth and reduce individual household poverty.

1.2 Purpose of the course
The course has a broader mandate but simply put; the main purpose of the training is to 1) Train agriculture workers who will transform the community through better yield or production of crops, improved irrigation techniques and resource management. 2) Equip the community with trained agriculture workers who will assist them identify opportunities available for sustainable agriculture. All these geared towards making a contribution to sustainable food security in the area and creating self-reliance among communities.

1.3 Approach of the Institute
Information plays an important part in the wider learning process – helping farmers to understand the context of their work, follow new approaches, undertake new responsibilities, improve their practice and remind them of basic concepts.
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Learning takes place not only at workshops or on training courses, but also through discussions with fellow farmers from different regions, practical experience, and books and audiovisual materials. Agriculture institute can support a wide range of learning activities by making information available. By helping farmers learn, they can play a valuable part in improving the economy of a nation. Agriculture institute will have an important part to play in improving access to new methods and techniques for farming and providing vital information. The agriculture institute will collect and organise materials that are useful to a particular group of students. Materials may be very varied, including training manuals, handbooks, reference books, directories, leaflets, posters, videos and samples of equipment. However, the agriculture institute will be much more than a collection of well organised materials. It actively seeks to share the information that it contains. Agriculture institute staffs will encourage people to implement the new techniques and practices learned and better use of equipments. For example, they not only help people to find the materials they need, but they also disseminate information in the institute by producing and distributing locally adapted and equipped methods and materials , holding training or discussion workshops, or arranging exhibitions.

1.4 Selection Criteria and Admission
Intake for the year Agriculture training centre would be done in collaboration with State Ministry of Agriculture. There will be demonstrations throughout different regions and trainers will be requested to interview and send their candidates to the training centre. The initial target for this year will be around 300 trainees. To further ascertain the illegibility of the trainee, the centre offered a second interview after the one conducted by the local authorities. Tanzania's education system has three different levels: basic, secondary and tertiary. Basic education consists of two years of pre-primary education and seven years of primary education. Secondary education consists of four years of junior secondary education and two years of senior secondary education. Children at Tanzania's tertiary level of education spend three or more years in school.

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The educational level of the trainees with a least of primary level would be given preference. The students will be divided among batches based on their education levels and interviews conducted. Additionally there will be 100 uneducated trainees with a special course. The gender ratio is to be maintained at parity. Enrolments will go up to 700- 1000 by year end and gradually more.
Trainees’ education background s/n Trainees Educational Level MEN: 1 Primary 2 Secondary 3 Tertiary 4 Illiterate WOMEN 5 Primary 6 Secondary 7 Tertiary 8 Illiterate TOTAL Number of Trainees 80 10(+10) if zero tertiary found 10 50 90 5(+5) if zero tertiary found 5 50 300

2. Agricultural Farm Land:  College campus would comprise of 600 ha of farmlands, initially which will gradually increased to around 2000 ha and more after the first year, surrounding the institute.    The farmlands would be used for teaching purpose, demonstrations and practical implementation. Besides the vocational purpose the farmland will play a significant role for revenue generation of the institute. As the institute aims to provide 100% scholarships to every student the revenue generated from the cultivated crops will be put back in the development and growth of the institute.  There will be designated area in the farmlands for specific purposes like storehouses for storage of yields, separate area for keeping livestocks. Faculty housing, a small power house and for other needs and amenities.

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Campus Rooms Hall, labs and library Faculty Rooms Stores (For crops) 72 sqm. 160 sqm. 20 sqm. 400 sqm. 08 05 11 15

2.1 MATERIALS AND METHODS 2.1.1 Facilitators Tutors for the year’s training will be 10 initially. One for each subject will be from India whereas additionally one more for each subject would be regional or locals. Tutors and subject offered s/n Tutors’ names Subject handled
1 Agriculture Extension and Agroforestry Horticulture

Nationality
(Foreign) (Regional) (Foreign) (Regional) (Foreign) (Regional) (Foreign) (Regional) (Foreign) (Regional)

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Animal Science and Livestock Farm Management and Agronomy Nutrition

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2.1.2 Teaching Aids and Accessories The teaching aids include the following       Blackboards and Chalk White boards, Flip charts and Markers, Manila Papers Papers, pens, pencils and rubbers Reference materials: this included Textbooks, Pamphlets and Handouts Tutors notes and information through internet sources.

Other teaching accessories included the farm tools and/ or equipment and inputs: Class will require audio visual equipments for presentation and demonstration activities.
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2.1.3 Library and discussion room. Agriculture institute will provide exposure to trainees to ‘library’ to emphasise that it will be an active, attractive place where people can relax and enjoy themselves, talk to each other and take part in meetings and training activities.    The College library is well stocked with a wide range of books in the subject areas required by an agricultural college. Most of the internationally recognized professional journals in the rural and agricultural sciences also are available. The larger the agriculture institute becomes gradually, the more important it is to have systems for knowing what materials it contains and where to find them, so it becomes necessary to classify materials in more detail and list them in a catalogue (for a medium-sized agriculture institute) or on a computer database (for a large agriculture institute).

It may serve staff within the same organisation, people from other organisations, members of the public, or a mixture. It may be staffed by a volunteer or someone for whom it is only part of their job or by a team of professional librarians who are responsible for different aspects of managing the collection and providing information services. 2.1.4 Agricultural Research and Testing Laboratories Labs would be facilitated with all the latest equipments and apparatus.
A well equipped research lab as well as a veterinary laboratory system for conducting various tests and experiments which will include:
     

Plant Analysis Testing Soil Testing Soil Fertility Testing Pesticide Analysis Testing Fungicide Testing Manure Testing

     

Vegetable Testing Fruit Testing Nut Testing Rice Testing Poultry Testing Seed Quality Testing

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2.1.5 Computer lab and seminar hall   A hall equipped with 50 computer systems with all the latest updated software. Audio visual system for giving presentations and organizing seminars.

2.2 Pedagogy. Teaching :  Every Teaching faculty is encouraged to presume higher education and R&D activities.  The Institute is also planning to avail funds for faculty members in developing their own projects and if they needs some special instruments or tools for the purpose. 


They will be various sponsored Seminars, Summer Schools, Motivational talks as Seminar, Conferences. Every faculty has access to Internet.

Research • • • • • Discussions with relevant faculty on topics and papers Live experiments in research labs. Internet search of websites Review of publications Consultation using telecommunication.

2.2.1 Comparative learning Trainees will be introduced to working in groups, discussing their work within groups as well as reporting their findings in groups. This will be especially relevant in practical components of all subjects. 2.2.2 Assessment Tests and Exams There will be quizzes offered monthly to trainees to assess their performances in the class. Two assessment tests will be given for each subject. Final examination to assess the overall performance of trainees after three month intensive training will be held in the last week.

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3. Courses Overview    There are different courses to be offered based on the education background and the interest of the trainees. The duration of the courses will vary from 3 months to a year in the first year. The 1 year degree courses will be full-fledged training programs that will also include research studies and the trainees will also be provided with OJT (on job training) in the campus farms itself.  The institute is going to offer an extensive 3 months course program for the the trainees based on which they will be assessed and certified The curriculum is to be expected to be completed in a duration of 12 weeks and hence there will be a few number of batches for the 3 month program.  The institute will also organize voluntarily workshops and training camps in the campus as well as different regions which may vary from one day to a week’s program depending upon the participation and time viability. 3.0.1 Demonstration plots and Practical Lessons The trainees will be provided with established demonstration plots for appropriate Horticulture, Agronomy and agroforestry practices. They will start by nursery bed establishment for vegetable crops. Each group of trainees will be allocated a plot for horticulture and Agronomy to manage work for Agroforestry, Extension, Nutrition and Animal Production. By the end of the month, some vegetable for direct planting would have been sown. Field crops planted would include; Groundnuts, Maize, Green-Grams and Cowpeas among others. The detail of the practical in each subject will be carried out.

3.1 Courses and related activities
The trainees for the year will started to arrive at Agriculture Training Centre and will be given a two day briefing and orientation will be held in accommodation camps. Practical training will take most time in the first month of June. The trainees will be particularly introduced to the preliminary activities of land preparation, nursery bed establishment for horticultural crops and Agro forestry trees as well as cropland protection against the danger posed by roaming animal. First digging of seed beds for agronomy crops will also be carried out at the same time
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Fig(a) Primary cultivation 3.1.1 Horticulture

Fig(b) Preparation of beds

Okra, carrots and cowpeas and other viable crops will be seeded directly in the field in the first week. Nurseries will also be prepared and planted in the first week itself. Crops in the nursery might include Cabbages, Kales, Egg plants, Tomatoes and Onion among others given the seasonal feasibility. Pests especially Millipede infestation of the seedlings in the nursery will be tackled, to the extent that reseeding should not necessary. A combination of chemical methods and cultural methods will be used to control millipede infestation. Trainees will be able to establish horticulture demonstration plots 4 weeks later; Vegetables like Amarantus (Amarathus hybridus) and Cucumber (gherkin) will also be introduced into the demonstration plots later. The practices emphasized during management of horticultural crops included: Spacing, Weeding, Earthing up, thinning, watering, spacing, Staking, Hoeing, Pest and disease control.

Fig (a) Weeding of vegetable plots

Fig (b) Trainees to be explained vegetable farming

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3.1.2 Agronomy Different crops will be planted in demonstration plots in the third week . Each trainee groups will be required individually to plant and manage Maize, Sorghum, Beans and Cowpeas. Other crops like Green-gram will be given to trainees after the 3rd week of for group management and comparative learning. This program will serve the society by generating and disseminating knowledge in the economics and social sciences in order to provide the tools to both protect the Earth’s natural resources and ensure economic and ecological sustainability for future generations. The program should be able to invoke better management of food, agriculture, and natural resources system.

Fig(a): Groundnuts planted in rows

Fig (b) Maize crop planted in rows

3.1.3 Agro-forestry Trainees will be prepared taxonomy albums detailing tree species in their homesteads and their importance. Tree nurseries will be established. Agro-forestry will include trees seeds like Moringa orifiera, Calliadra calothyrsus, Acacia sp and thou (Dinka). Teak (Tectona Grandis) and Neem (Azandirachta indica) trees from local mother seed trees ang. Further a trial plot of boundary planting (hedges) will be established with the local thorny tree Thou (Dinka) an undertaking that will propose to take advantage of the tree species ability to tolerate excess heat conditions, its thorny characteristics and its abundance.
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On multipurpose trees like, Neem tree will be used to demonstrate the multiple benefits to man, his crops and his animals. Preparation of an organic pesticide from Neem tree leaves will be demonstrated.

Fig. Hedgerow with local Thou tree seedlings 3.1.4 Farm Management

Fig. Tree seedlings in a nursery

Farm implementation use and care will be conducted. Appropriate irrigation methods and techniques will be taught. Farm layout practical will be conducted and trainees will be introduced to measurements and setting out of farm layout. In the later part of the course, trainees will be taught a rice farming project to learn:   Selection of suitable farm site Farm layout and design

3.1.5 Agriculture extension and Rural Development The practical will be carried out focussing on assessing trainees’ abilities in assessing farming challenges, advising farmers, introducing and communicating new techniques to farmlands and recording and reporting. Practical training will involved farm visits (outreach) to selected farmers, open day (field day) and use of drama and storytelling to communicate agricultural methods. This will be further reign forced by group discussions and Presentations.

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Farm Visits (Outreach) After eight weeks of training, each working groups of trainees will be introduced to new group of farmers. The trainees are then suppose to initiate a group contact, after the initial contact, assess the farmers’ challenges, advise, encourage and assist with farm inputs especially planting materials (seedlings). Open day (field day) At the peak of outreach, farmers will be invited for an exchange visit to the trainees’ demonstration plots. Trainees will design messages in the local language advertising the open day and inviting the public to attend.. Community leaders and many more farmers from neighbouring communities will be invited to attend the open day. At the end of the occasion, more agro-forestry tree seedlings will be distributed to the 20 farmers. Vegetable seedlings like tomatoes and cabbages will also given out to farmers during the field day.

Trainee and farmers on field day activities Drama and story telling A group of trainees will compose a song or play dramatizing advocacy for promotion of agriculture. The drama will consequently encourage the class to also come up with better versions of the presentation. 3.1.6 Human Nutrition Much has to be been done in terms of nutrition practical, because of the limitation on the facilities needed for the practical. Detailed practical lessons will also be included in the curriculum. The will be practical done was about food preparation. There will

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be lectures and practical on how to prepare food in the manner that would preserve the nutritive value of the food.

. Different food staffs displayed 3.1.7 Animal Science There will be practical done in this subject on topics like digestive system of animal. However there will be other practical needed for the subject. Facilities like drenching gun, castration kit, Livestock diseases and pest control drugs will be provided for the practical. It was observed that Animal production needs more attention at curriculum level. This is in addition to outreach programs that will serve people by providing continued improvements in the efficient and humane production of animals and associated animal products. The program will also provide lifelong opportunities for students and farmers to learn about animal biology, management systems for domestic animals, and the role of animals in a changing society. Explaining the different food values

3.2 Theoretical classes and lectures. These will be held daily in the institute as well as sometimes in the farms or demonstration plots as well. Trainees will be given one week to prepare for their exams. The 1 year course will comprise of terms of examination. Assessments of the examinations will be based on theoretical and practical performances both.

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3.3 Research work in the institute:



Trainees taking part in the research work will be assigned different projects as well as they can come up with their own. Research will be done on crops, seeds, livestock and other new challenges that might come up.



Research problem identification is achieved following value chain approach with students and faculty participation. Priority setting is done in collaboration with stakeholders to identify areas of research and the entire process is spearheaded by the technical committee.



There will be on going collaboration as in collaborative research, joint training, joint

 

supervision ,practical training, short term lecturing and joint publications. Research alliances are viewed as a cost effective way of accessing utilizing research funds as the outputs can have wider implications

Research on livestock would emphasize on specific key issues including: o Animal identification, registration and traceability, o Animal welfare, indigenous technical knowledge, o Biotechnology and bio-safety, o Organic livestock farming, food safety, o Emerging diseases, o Livestock products, o Animal genetic resource conservation, o Livestock stocking, ,
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Livestock related disasters and pet animals.

4. Other equipments and instruments required for: Outbound activities:
1) Tractor Trolleys and other material 2) Plough 3) Bullock carts 4) Motors 5) Threshers (Cutting machine) 6) Wooden ploughing and ridging tools 7) Electronic motor for water 5HP 8) PVC Line 9) Construction of bore well
10) Power Generator
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Indoor classes: 1. Heat convectors 2. Air Conditioners with cooling & heating arrangements 3. Refrigerators 300 Litre capacity 4. Hot air oven 5. BOD incubators 6. Centrifuge 7. Laminar flow station 8. Steel racks 9. Laboratory tables 10. Laboratory stools 11. Hygrometers (dial type) 12. Thermometer 13. Mixer-cum-grinder 14. Exhaust fans 15. Vacuum cleaners 16. Water distillation unit 17. Research microscope 18. Stereo binocular microscope 19. Glasswares 20. Photo copier with fax 21. P.C. with accessories

5. Other features of the institute for future sustainability and growth: 1. Make information accessible    Collect and organise materials. Provide access to materials that are up-to-date and relevant to users. Provide a pleasant environment for learning and training.

2. Encourage the use of information technology and healthcare   Assist farmer to find relevant information and new communication techniques and suggest how they can use it in their work. Provide information to those responsible for planning, managing and implementing health programmes, including district health management teams and community groups.     Organise participatory workshops that use the materials provided as tools for problem-solving. Work with teachers and trainers to identify new resource materials for training activities. Offer an information and enquiry service. Develop ways to reach potential trainees.

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3. Strengthen links with other organisations   List local, national, regional and international organisations working in health and related fields. Develop contacts between organisations working in similar fields, such as the Ministry of Education, Ministry of Water and Sanitation, non-governmental organisations (NGOs) and community organisations.


Identify other sources of information.

Agriculture institute aims to help the nation to achieve the following targets: a) b) c) d) e) f) Adequate and reliable food supplies. Fair and reasonable producer income. Adoption of appropriate technology in a farmlands. Export of agricultural goods. Development of the agricultural sector. Increase in the socio-economic level of the farmers.

Thus will give an overall economy boost for the whole nation while generation of extra revenue and better employment opportunities.

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6. Project Funding:  The institute after construction will be owned by the government of Tanzania, thus the Tanzanian government would provide the funds for construction of the campus and grant the lease for the 1500 acre farmland  The cost for setting up the institute with all the equipments, labs, library and above stated facilities provided will be estimated to around 35 Million USD. Besides that additional annual funding for running of the institute: 2013-2016 Government of Tanzania Aid Grants & Sponsors Total (per year)  US$2,500,000 US$ 300,000 US$2,800,000 2017-2020 US$5,000,000 US$1,000,000 US$6,000,000

The largest portion of these funds will be used to finance the monthly expenditures of campus, like staff salaries, water and electricity, purchase of seeds, pesticides and other operation and maintenance of the institute.

 

The funds are expected to cover the running expenses and transportation costs of the institute as well as the faculty members. Gradually for building additional dormitories, laboratories, classrooms, faculty housing, and purchasing equipment in order to expand institute’s enrollment capacity.



The grant also included funding to send 5-10 trainees every years for overseas master’s degree training with the intent that they would return to institute as faculty members or volunteer trainers.

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7. Regions and zones in the Tanzania for setting up agriculture institutes

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Relevant Bodies Tanzania Farmers Association (TFA) This predominantly commercial consortium is engaged mostly in the supply of agricultural inputs. Tanzania Chamber of Commerce Industry and Agriculture (TCCIA) The TCCIA is a consortium of individual members and/or companies engaged in trade, industry (including agro mechanization/agro-processing industries) and agricultural production.

7.1 Relevant ministries The agriculture sector is guided by the Agriculture Sector Development Strategy (ASDS) which was adopted in 2001. In the ASDS, the designated agriculture-sector lead ministries are:      Ministry of Agriculture Food Security and Cooperatives (MAFC) Ministry of Livestock Development (MLD), Ministry of Trade, Industries and Marketing (MTIM), Ministry of Regional Administration and Local Government in the Prime Ministers’ Office (PMO-RALG)

It is important to note high level training for the agricultural sector takes place in Universities and other similar institutions which fall under the Ministry of Higher Education Science and Technology (MHEST). 7.2 Existing Universities and Professional Training institutes. Among universities who, in the NARS, are mainly involved in research and training of professionals in agriculture and related fields include a number of institutions under the Ministry of Higher Education Science and Technology (MHEST). These are:  Sokoine University of Agriculture (SUA)  The University of Dar es Salaam (UDSM)  The Open University of Tanzania (OUT)  Moshi University College of Cooperative and Business Studies (MUCCOBS), College of SUA, Mzumbe University,  Institute of Rural Development Planning (IRDP) Ardhi University(AU).

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8 Tanzania Agriculture Background The dominant group in Tanzania agriculture is small-holder subsistence farmers who utilize about 85% of the land cultivating not more than 2.0 ha. The agricultural sector constitutes nearly half of the value of the national income (GDP) and about three quarters of the national export revenue. Still, small‐scale farming dominates the agricultural production and farming system. The advantage is that Tanzania has enough land to allow agricultural expansion and the population density across the country is still low, averaging at forty people per square kilometre. There are over seven million hectares of irrigation land, which are deemed to have high or medium potential. The challenge is to increase the irrigated acreages and to achieve the existing potential.

Importance of agriculture in Tanzania  Agriculture is the foundation of the Tanzanian economy. It accounts for about half of the national income, three quarters of merchandise exports and is source of food and provides employment opportunities to about 80 percent of Tanzanians, mostly residing in the rural areas. Food crop production dominates the agricultural economy contributing about 36.5% of total GDP, and livestock accounting for 6.1%.  Agriculture has linkages with the non-farm sector through forward linkages to agro processing, consumption and export; provides raw materials to industries and a market for manufactured goods.  Maize is the most important food crop in Tanzania, accounting for over 20 percent of the total agricultural GDP, followed by rice/paddy, beans, cassava, sorghum and wheat.    The most important cash crops, ranked by export value, are coffee, cashew, cotton, tobacco and tea. The recent annual average growth rates of export crops, food crops and livestock have been estimated at about 6, 4, and 3 percent respectively. The contribution of livestock to GDP was 4.1% and the contribution of livestock to the agriculture sector was estimated to be 8.9 percent. The main types of livestock raised in Tanzania are cattle, goats, sheep, pigs and poultry.

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In urban and peri-urban areas urban agriculture is practiced as household – level coping strategies against economic hardships as a result of raising cost of living and/or simply to income. Urban agriculture is practiced in Tanzanian towns and cities and often consists of vegetable gardens and fruit trees and growing of selected field crops, particularly maize.



Livestock keeping is also practiced quite widely in urban and peri-urban areas where dairy cattle, goats, layer, broiler and local chicken are raised.

Main agricultural activities and livelihood systems Agriculture incorporating Crop farming, livestock keeping and pastoralism and fishing are the main livelihood systems in the rural areas of Tanzania. According to the Household Budget Survey (2001/02), to 80 percent of adults in most regions reported agriculture as their main livelihood activity. Most rural households (about 89 percent) reported owning land for agriculture or grazing. The National Sample Census of Agriculture and Livestock (2002/2003) estimated 4,901,837 households are engaged in agriculture and crop farming is more important than livestock keeping.. In addition there were 580 large scale farmers who also kept livestock. Main Agricultural Activities and Households Involved

Main Crops by type and areas planted

Source: Tanzania Agriculture Sample Census 2003

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Agricultural production statistics

Source: FAOSTAT (FAO 2009)

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Crop Yields

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Production Quantity

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Land and population distribution across regions and farm households

Source: MINAG (2004, 2006) Economy wide growth-linkage effect of agriculture under the agriculture scenario

Source: Results from the Tanzania DCGE

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To support agricultural transformation in Tanzania, the current president stated clearly that: “I believe that the only way in which we as a nation can combat poverty effectively is through sustained investment within agriculture in order to increase productivity and create greater employment opportunities. This investment should be directed towards a number of key areas such as advancements in technology and innovation, improved inputs, increased access to irrigation, enhanced crop marketing and education to small‐ scale farmers”

Use of Inputs in Mainland Tanzania

Source: Tanzania Agriculture Sample Census 2003

Important technical considerations to achieving better profitability and sustainability include improved management of agricultural resources, efficiency in managing inputs and outputs, adoption of new technologies and increased use of existing technologies on improved land husbandry practices, soil and water conservation including water harvesting and irrigation, range management, crop protection, animal health and post-harvest handling and value addition technologies. Given the abundant available land, there is huge potential for increasing the area being utilized for agriculture, productivity and profitability through dissemination of viable farm production technologies that permit increased use of land by smallholder farmers and livestock keepers as a matter of priority so as to revolutionize the current situation and eventually commercialize agriculture.

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