training facilities for aquaculture and fisheries management in east africa and the western indian

116 Pages·2014·3.39 MB·English

FAO SmartFish 21
Publication
TRAINING FACILITIES FOR AQUACULTURE AND
FISHERIES MANAGEMENT IN EAST AFRICA AND THE
WESTERN INDIAN OCEAN – A REGIONAL PERSPECTIVE
Kenya, Madagascar, Mauritius, Tanzania, Reunion and Uganda
Cover photograph courtesy of FAO SmartFish
REPORT/RAPPORT: SF-FAO/2013/21

Training facilities for aquaculture and
fisheries management in East
Africa and the Western Indian Ocean –
a regional perspective

Les centres de formation pour la gestion de
l'aquaculture et de la pêche en Afrique
orientale et dans l’océan Indien occidental –
une perspective régionale

Kenya, Madagascar, Mauritius, Tanzania,
La Réunion and Uganda

GCP/RAF/466/EC SmartFish Project
De San Michel. 2013. Report on Training facilities for aquaculture and fisheries
management in East Africa and the Western Indian Ocean - a regional perspective.
Report/Rapport: SF-FAO/2013/21. FAO-SmartFish Programme of the Indian Ocean
Commission, Ebene, Mauritius.

The designations employed and the presentation of material in this

information product do not imply the expression of any opinion

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© FAO 2013

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Acknowledgements
The consultant would like to thank everyone met over the course of his visits to the
major training facilities in the six participating countries (Madagascar, Reunion,
Mauritius, Kenya, Tanzania, Uganda).
All six countries hosted the consultant with patient courtesy and were eager to present
their activities and share relevant documents.
They are doing a magnificent job, preparing the next generation and supporting the
development of aquaculture and much-needed fisheries management.
The consultant was very impressed with the way that the Professors try to respond to the
needs of their respective countries and the private sector. It should also be mentioned
that it is very important for them to secure good jobs for their students.

Remerciements

Le consultant tient à remercier toutes les personnes rencontrées pendant les visites des
centres de formation dans les six pays (Madagascar, La Réunion, Maurice, Kenya,

Tanzanie et Ouganda).
Elles ont reçu le consultant avec patience et courtoisie et ont résumé leurs activités et
partagés des documents avec enthousiasme. Ces personnes réalisent un travail
magnifique en préparant la future génération et en supportant le développement de
l’aquaculture avec l’enthousiasme nécessaire à la gestion des pêches dans leur pays
respectif.
Le consultant a été impressionné par la manière dont les professeurs essaient de
répondre aux besoins de leur pays et du secteur privé. Il faut également souligner
l’importance pour eux d’assurer un emploi à leurs étudiants.
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Author’s note
Following visits to various training centers in the six different countries, it appears that:
1. It is easier and more economical to undertake initial training in one’s own country as
links have been developed between universities for quality curriculum and therefore
knowledge levels are quite similar. It is also relatively easy to complete any training
gaps through online research.
2. In the modern world, additional training for a degree is important and professionally
rewarding. For further studies, it is easier and cheaper to register with an
international university for distance learning via the Internet (Canada, South Africa,
Australia, France/Reunion, and England) and to undertake the training whilst
working.
3. One recognized weakness is practical training (extended internship) to meet the
needs of the private sector (hands-on training). One possible remedy would be to
enter into agreements with the private sector, such as for aquaculture.

Note de l’auteur

Suite à la visite dans les pays des différents centres de formations, il apparait que :
1. Il est plus facile et plus économique de faire sa première formation dans son pays
car les liens se sont développés entre les universités pour des curricula de qualités
et donc les niveaux du « savoir » sont assez semblables, d’autant plus qu’il est facile
de compléter sa formation par de la recherche internet
2. Cependant dans le monde moderne une deuxième formation diplômante est
importante et professionnellement valorisante. Pour cela, il est, également, plus
facile et moins couteux de s’inscrire pour une formation à distance par internet
auprès d’une université internationale (Canada, Afrique du sud, Australie,
France/Réunion, Royaume-Uni) et de faire cette formation tout en travaillant.
3. Une des faiblesses reconnue est la formation pratique (stage de longue durée) pour
répondre aux besoins du secteur privé (« on hand training »). Une des possibilités
pour y remédier serait de passer des accords avec le secteur privé, par exemple en
aquaculture.
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Executive summary
The primary objective of this study was to undertake a rapid inventory of the training
facilities available for fisheries management, aquaculture, and post-harvest management
in the Eastern and Southern Africa - Indian Ocean region (ESA-IO).
On the basis of this inventory, the second objective was to identify specific training
solutions relevant to the region, with potential support for their implementation from the
SmartFish programme (FAO/COI/EU). The third objective was to provide institutions, the
private sector and other projects in the region with comprehensive information about
available training initiatives to boost national and intra-regional use of such facilities and
capacities in the region.
The study focused on six countries of the ESA-IO region: Madagascar, Reunion (France),
Mauritius, Kenya, Tanzania and Uganda.

Résumé exécutif
L'objectif principal de cette étude était d'effectuer un rapide inventaire de la capacité de
formation disponible pour la gestion de la pêche, de l'aquaculture et la gestion après
capture dans la région de l’Afrique Orientale et Australe et de l'Océan Indien (AfOA-OI).
Sur la base de cet inventaire, le deuxième objectif était d'identifier des solutions de
formation spécifiques à la région avec, pour leur mise en œuvre, le soutien potentiel
disponible du programme SmartFish (FAO/COI/UE). Le troisième objectif était de mettre
à la disposition des institutions, du secteur privé et d'autres projets dans la région, des
informations complètes sur les capacités de formation disponibles afin de stimuler une
utilisation nationale et intra-régionale de ces structures et capacités dans la région.
L'examen était axé sur six pays de la région AfOA-OI : Madagascar, île de la Réunion
(France), Maurice, Kenya, Tanzanie et Ouganda.
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Contents

Acknowledgements _______________________________________________________________________ 3
Remerciements ___________________________________________________________________________ 3
Author’s note ______________________________________________________________________________ 4
Executive summary ________________________________________________________________________ 5
Résumé exécutif ___________________________________________________________________________ 5
Contents __________________________________________________________________________________ 6
Acronyms and abbreviations _______________________________________________________________ 8
ENGLISH VERSION _______________________________________________________________________ 10
1. Background _________________________________________________________________________ 11
1.1 Note for the reader _______________________________________________________________ 11
1.2 Overview per country ____________________________________________________________ 12
1.2.1 Madagascar _________________________________________________________________ 12
1.2.2 Reunion ______________________________________________________________________ 13
1.2.3 Mauritius _____________________________________________________________________ 13
1.2.4 Kenya ________________________________________________________________________ 14
1.2.5 Tanzania _____________________________________________________________________ 14
1.2.6. Uganda _____________________________________________________________________ 15
1.3 Results by key topic and species __________________________________________________ 16
2. Detailed findings per country _________________________________________________________ 19
2.1 Madagascar _____________________________________________________________________ 19
2.2 Reunion (France) _________________________________________________________________ 23
2.3 Mauritius _________________________________________________________________________ 27
2.4 Kenya ____________________________________________________________________________ 28
2.5 Tanzania _________________________________________________________________________ 33
2.6 Uganda __________________________________________________________________________ 35
3. Other possible South-South support and aquaculture partners __________________________ 40
VERSION FRANCAISE ____________________________________________________________________ 42
1. Interprétation pour les lecteurs ________________________________________________________ 43
1.1 Note aux lecteurs _________________________________________________________________ 43
1.2 Résumé par pays _________________________________________________________________ 44
1.2.1 Madagascar _________________________________________________________________ 44
1.2.2 La Réunion ___________________________________________________________________ 45
1.2.3 Maurice ______________________________________________________________________ 45
1.2.4 Kenya ________________________________________________________________________ 46
1.2.5 Tanzanie _____________________________________________________________________ 47
1.2.6 Ouganda ____________________________________________________________________ 47
1.3 Tableau récapitulatif par sujet et par espèce _______________________________________ 48
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2. Résultats détaillés par pays ___________________________________________________________ 51
2.1 Madagascar _____________________________________________________________________ 51
2.2 La Réunion (France) ______________________________________________________________ 55
2.3 Maurice __________________________________________________________________________ 60
2.4 Kenya ____________________________________________________________________________ 61
2.5 Tanzanie _________________________________________________________________________ 66
2.6 Ouganda ________________________________________________________________________ 69
3. Autre soutien et partenariat Sud-Sud en aquaculture ___________________________________ 74
Annex A. Madagascar: Fisheries and aquaculture curriculum _______________________________ 76
Annex B. La Reunion (France) Filiere halieutique/Fisheries - aquaculture and food-processing _ 81
Annex C. Mauritius ________________________________________________________________________ 87
Annex D. Kenya __________________________________________________________________________ 93
Annex E. Tanzania ________________________________________________________________________ 98
Annex F. Uganda ________________________________________________________________________ 104
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Acronyms and abbreviations
ARDA Association for the Development of Aquaculture, Reunion -
Association Réunionnaise de Développement de l’Aquaculture
Association for Marine Research and Promotion - Association pour
ARVAM la Recherche et la Valorisation Marines (La Réunion)
BSc Bachelor of Science
BMD Bachelors, Masters, Doctorate
BMU Beach Management Units
CBOs Community Based Organizations
CCI Chamber of Commerce and Industry
CIRAD Center for Agriculture Research for Development - Centre de
coopération International en Recherche Agronomique pour le
Développement
COI Commission de l’Océan Indien
COMESA Common Market for Eastern and Southern Africa
CRAA Regional Center for the Application of Aquaculture
CRITT Resource, Technical and Technological Innovation Center - Centre
de Ressources et d'Innovation Technique et Technologique
DEA Post-graduate studies - Diplôme d’études Approfondies
DESS Diploma of Specialized Higher Education - Diplôme d’Études
Supérieures Spécialisées
EASTA EASTA: School of applied Agricultural Sciences and Techniques -
École d’Application des Sciences et Techniques Agricole
EIA Environment Impact Assessment
EIE (Fr) Etude d’impacts environnementaux
ENSA National Institue of Agricultural Sciences - École Nationale des
Sciences Agronomiques
ESA-IO Eastern and Southern Africa - Indian Ocean
ESPA Higher Polytechnic School of Antananarivo - École Supérieure
Polytechnique d’Antananarivo
ESSA Higher Institute of Agricultural Sciences - Établissement Supérieur
des Sciences Agronomiques
EU European Union
FAO Food and Agriculture Organization of the United Nations
FETA Fisheries Education and Training Centre
FTI Fisheries Training Institute
GRENE Natural Resources and Environmental Management - Gestion des
Ressources Naturelles et Environnement
HACCP Hazard Analysis and Critical Control Points
IBA Institute of Applied Biology
IHSM Institute of Fisheries and Marine Science
IFREMER French Institute for the Exploitation of the Sea - Institut Français
pour la Recherche pour l’Exploitation de la Mer
IMS Institute of Marine Science
IOC Indian Ocean Commission
ISTE Institute of Science and Technology for the Environment
IUT University Institute of Technology - Institut Universitaire
Technologique
KWSTI Kenya Wildlife Service Training Institute
MoU Memorandum of Understanding
MPRH Ministry of Fisheries and Marine Resources
MSc Master of Science