ASDP Africa Training Manual - English - Low Res

AFRICAN AGRIBUSINESS SUPPLIER
DEVELOPMENT PROGRAMME (AASDP)

TRAINING MANUAL
Growing Inclusive Agri-Food Value Chains
Benefitting African Farmers And SMEs
Empowered Lives.
Resilient Nations.
Acknowledgements
Toolkit and Training Material Design, Development and Coordination:
Tomas Sales, Pascale Bonzom, Juergen Nagler (UNDP AFIM)
Toolkit and Training Material Authors:

Marije Boomsma, Remco Mur, Ellen Mangnus (Royal Tropical Institute (KIT))
We also would like to thank all contributors for their valuable input and
feedback, including Tiina Turunen, Dan Acquaye, Robert Nyambaka, Kurauone
Murwisi, Murray Smith, Seliatou Kayode-Anglade and Dr Hans Balyamujura.
Finally, we are grateful to all the organizations that attended the AASDP
workshop in Nairobi, Kenya, on October 9 and 10, 2013, for their contributions.
African Agribusiness
Supplier Development
Programme (AASDP)
Training Manual
Growing Inclusive Agri-Food Value Chains
Benefitting African Farmers And SMEs
Table of Contents
Acronyms
I. Introduction1
African Agribusiness Supplier Development Programme 1
ASDP training 2
What is in the training manual? 3
Who is this training for? 4
The learning approach 4
The Trainer a.k.a. The Facilitator 5
Structure of a learning activity 5
List of materials required 5
II. Proposed training programme 7
III. Training sessions 8
Session 1. Introduction: participants’ expectations and objectives 9
Block A. African Agribusiness Supplier Development Programme 10
Session 2. An African Agriculture Supplier Development Programme 11
Session 3. Key success factors 13
Case study 1: Soy bean supply chain in Kenya 15
Session 4. What’s in it for….. World Café 18
All images © flickr.com
Block B. Stakeholders’ roles and responsibilities20
Session 5. Stakeholders’ roles and responsibilities in an ASDP 21
Block C. Phases of an ASDP24
Session 6. Feasibility and Programme Preparation 25
Session 7. A. Supply Chain Diagnostics 28
Case study 2: Dairy supply chain in Nigeria29
Session 7. B. Chain Analysis from a Gender Perspective 33
Session 8. Supply Chain Planning 35
Session 9. Supply Chain Implementation 37
Case study 3a: Local sourcing of Sorghum in Sierra Leone38
Session 10. Phasing out 41
Session 11. Monitoring and Evaluation and Learning 42
Case study 3b: Local sourcing of Sorghum in Sierra Leone 43
Block D. Action planning / way forward44
Session 12. Towards an ASDP Road Map 45
Case study 4a: Roadmap for a Nigerian ASDP47
Session 13. Financing an ASDP 54
Case study 4b. Non- validated indicative figure for a Nigerian ASDP55
Acronyms
AFIM African Facility for Inclusive Markets
ASDP Agribusiness Supplier Development Programme
CO Country Office
CSO Civil Society Organization
FDI Foreign Direct Investments
GAP Good Agricultural Practices
IMD Inclusive Market Development
KES Kenya Shilling
KIT Royal Tropical Institute
LED Local Economic Development
MDG Millennium Development Goals
M&E Monitoring and Evaluation
NGO Non-Governmental Organization
PO Producers’ Organization
PPT PowerPoint Presentation
RBA Regional Bureau for Africa
SME Small and Medium Enterprise
UNDP United Nations Development Programme
UNDP CO UNDP Country Offices
USD US Dollar
. iv .
.v.
Introduction
The African Agribusiness

Programme
Woman farmer collecting her harvested sweet potatoes

Introduction
In November 2010, UNDP launched a strategic, regional private sec-

tor and Inclusive Market Development (IMD) project for Poverty Re-
duction in Africa entitled: the ‘African Facility for Inclusive Markets’
(UNDP AFIM). This project is led by the Regional Bureau for Africa
(RBA) and is coordinated from UNDP’s Regional Service Centre for
Africa (RSCA) in Addis Ababa. UNDP AFIM focuses on the promotion
of IMD in Africa through developing and expanding regional value
chains in job creating sectors such as agribusiness, tourism, renew-
able energy, retailing and mining.
The core mandate for UNDP AFIM is to engage the private sector to
work towards reducing poverty and accelerating progress towards
achieving the Millennium Development Goals (MDGs) by supporting
pro-poor economic growth and IMD across Sub-Saharan Africa. IMD
focuses on developing private sector markets to make them more
inclusive and beneficial to low income groups such as producers,
consumers and employees. Specifically, IMD seeks to empower small
and medium size enterprises, producers and distributors to partici-
pate in and benefit from the existing potential markets in which they
do business.
As part of its mandate, UNDP AFIM, had developed an Agribusiness

Supplier Development Programme (ASDP) with the intention of sup-
porting UNDP Country Offices (COs) in Sub-Saharan Africa and their
respective government partners in order to develop and establish
national ASDPs.
© IFAD
.1.
African Agribusiness Supplier Development
Programme (AASDP) Training Manual
The target beneficiaries of the programme are in At the heart of the programme are 4 key func-
the first place, small scale farmers and SMEs, in- tions, including Organizing support for suppliers,
cluding farmer organizations. A successfully im- Sharing supply chain information through the
plemented ASDP will promote greater income supply chain, Facilitating linkages in a sub-sec-
generation for small scale farmers and ensure tor, and Policy advice. Cross sector learning is a
the supply chain is more inclusive with greater cross cutting function.
participation from SMEs. Secondly, off-takers (or
lead firms) and other stakeholders in agricultural All the above need to happen in a sustainable
supply chains, such as input suppliers and finan- and inclusive manner, meaning that the ASDPs
cial institutions will benefit. Large firms will have should not compete with local food security
the added benefit of being actively involved neither negatively impact the natural environ-
in inclusive business, which is becoming an in- ment nor climate change and should refrain
creasingly important business trend. from discriminating vulnerable groups includ-
ing women, ethnic minorities and youth.
The objectives of an ASDP to be implemented
by UNDP Country Offices (UNDP COs) and their ASDP training
partner governments include:
To support the development of the African
• To improve the supply of African agricultural ASDP, AFIM developed a toolkit and a training
products by farmers and SMEs meeting mar- manual. The toolkit sets out the programme’s
ket quality standards, with quicker delivery conditions for starting up a country ASDP. It de-
times, reduced transportation and reduced scribes the programme components, the roles
inventory costs, and as such to access the and responsibilities of the various actors within
growing markets that are provided by off-tak- a supply chain as well as possible interventions
ers; in order to help facilitate the engagement of
• To secure and offer off-takers an efficient and off-takers with smallholder producers. This tool-
high quality local agricultural products sup- kit is targeted towards UNDP Country Offices
ply; aiming to work with their partner governments
• To contribute to the development of nation- and other development agencies aiming in set-
al African economies (through attracting ting up a national smallholder and SMEs ASDP.
Foreign Direct Investments (FDI), increased The tool provides a framework to facilitate the
government income through taxation, job linkage between the users (UNDP CO and their
creation, an improved trade balance etc.) by partner governments), partners (Lead firms) and
developing agricultural products that can beneficiaries (Smallholders and SMEs).
substitute imports and can access export
markets; and
• To contribute to sustainable development
goals, especially food security, poverty reduc-
tion and gender equity, through job creation
and income generation.
.2.
Introduction
This complementary training manual will be What is in the training manual?

used in introducing the ASDP and its major el-
The manual contains a series of learning activ-
ements and concepts to the relevant UNDP
ities, helping learners to exchange and reflect
Country Office staff, relevant Government de-
on experiences and acquire the knowledge,
partments and agencies, lead firms and poten-
skills and attitudes required to develop and im-
tial implementers.
plement an ASDP. The trainer can choose the
The objectives of the training are to: learning activities which are most appropriate
for his/her target audience. The activities have
• Introduce the ASDP to participants, including: been designed in such a way that they can be
• The rationale and objectives of an ASDP; adapted easily to the local context. The manual
• The benefits of the ASDP to different stake- also includes an example of a suggested train-
holders; ing programme. This will give an idea of how
• The major underlying concepts of an ASDP; learning topics can be structured in a standard
• The roles and responsibilities of different training course of one week. It is highly recom-
stakeholders; mended that you organize local study visits and
• The implementation of an ASDP in 6 phases; excursions to lead firms and/or smallholder pro-
and ducers and other stakeholders. This real-life en-
counter and the exchange of experiences and
• Agree on an action plan to developing an
perspectives with important ASDP stakeholders
ASDP in the country.
can help the learner to see the learning material
The objectives of the training manual are to: in context. After the study visit a debriefing in
• Equip trainers with practical examples of terms of lessons learned needs to take place in
learning activities and a training programme; order to link the different learning experiences
with the learning material.
• Design and facilitate interactive and experien-
tial learning-based workshops on the devel- The training manual follows the structure of the
opment and implementation of an Agricul- ASDP toolkit. For each phase, the training manu-
ture Supplier Development Programme; al proposes a number of learning activities.
• Expose trainers to a range of different learn-
ing methodologies in order to exchange sub-
ject matter expertise; and
• Make learning an enjoyable process of knowl-
edge sharing.
.3.
Fig. 1. Programme phases
M&E and
Supply Chain
Learning
Activities
1 Feasibility
2 Preparation
3 Diagnostics
4 Planning 5 Implementation
6 Phasing out
Who is this training for? The learning approach

The training is targeting UNDP Country Office The training sessions incorporate a specific ap-
staff members of relevant ministries and depart- proach, which is participatory and learner-cen-
ments that will be involved in the programme. It tred and designed for flexible use and adaptable
is possible to use parts of the training materials to specific contexts. The learning activities are
for presenting the programme to key partners, not merely theoretical descriptions of knowl-
such as off-takers and NGOs. Due to its partici- edge about supplier development programmes
patory character, the training targets group be- but stimulate active involvement and encour-
tween 20 and 25 participants. age trainees and trainers to make use of experi-
ences and reflections in the development of the
necessary knowledge, skills and attitudes (com-
petencies) needed.
.4.
Introduction
The Trainer a.k.a. the Facilitator Structure of a learning activity

The facilitator of the training should be an ex- The learning activities that you will find in this
perienced trainer with the following skills and training manual are structured according to ses-
subject matter knowledge: sion sheets in the following way:
• Displays good overall thematic knowledge of • Title of the learning activity;
the ASDP; • Content of the module, learning topic;
• Has good facilitation skills and understands • Objective of the learning activity;
what adult learning is about; • Learning methodology and process;
• Respects diversity as a core value in the train- • Training tips;
ing process;
• Learning materials and presentations; and
• Builds trust within the community of partic-
• Timing.
ipants;
• Is open to feedback and considers it a valu- List of materials required
able learning opportunity;
• Flipcharts
• Is able to adjust the training according to
needs; • Coloured cards (1/3 A4)
• Is able to apply principles of adult education, • Masking tape
experiential learning; and • Flipchart stands
• Good knowledge of the basic concepts of the • Coloured markers (3 colours)
training. • White board
• PowerPoint projector
• Projection Screen
.5.
Proposed
Training
Programme
Proposed Training Programme
Below is an example of ASDP training programme. The training consists of 13

sessions, which require 3 days. An alternative programme for 1 day is also pro-
posed. The training manual is supported by a PowerPoint presentation which
can be found in Annex.
Introduction
Session 1. Introduction: Participants’ expectations and objectives
Block A. African Agriculture Supplier Development Programme

Session 2. An African Agribusiness Supplier Development Programme
Session 3. Key success factors
Session 4. What’s in it for….. World Café
Block B. Stakeholders’ roles and responsibilities

Session 5. Stakeholders’ roles and responsibilities in an ASDP
Block C. Phases of an ASDP

Session 6. Feasibility: shortlisting sub-sectors
Session 7A. Supply chain diagnostics
Session 7B. Chain analysis from a gender perspective
Session 8. Supply chain planning
Session 9. Supply chain implementation
Session 10. Phasing out
Session 11. Monitoring and evaluation and learning
Block D. Action planning / way forward

Session 12. Towards an ASDP roadmap
.7.
© IFAD
Session 13. Financing an ASDP
Training
Sessions
.8.
Training sessions
Session 1
Introduction: Participants’
expectations and objectives
Content of the module, • After two minutes a round of introduction will

learning topic be done. One-by-one participants are given
the opportunity to introduce themselves
This first session is important for creating a con- (one minute each), stating:
ducive atmosphere for the participants. Partic-
ipants are expected to participate actively and
êê Their name
share experiences and ideas. êê Their organization and position
êê Their expected role in an ASDP
Objectives êê Their expectations of the training
• Participants have the opportunity to express • After all participants and the facilitator have
their expectations. introduced themselves, the facilitator pres-
• Participants know the objectives of the train- ents the objectives and the preliminary pro-
ing. gramme of the training.
• Participants get to know each other. • The facilitator asks participants whether the
objectives and training covers their expecta-
Learning methodology and process tion.
• The facilitator welcomes participants. Training tips
• If possible, the official opening can be done
by the UNDP CO Director, to provide addition- • The facilitator should ensure that participants
al motivation to participants. do not get into long monologues.
• The facilitator asks the participants to take Learning materials
two minutes to “buzz” with their neighbour
• PPT 1
about:
êê What they expect to be their role in an Timing
Agribusiness Supplier Development Pro- • 45 minutes (depending on the number of
gramme (based on their (possibly limited) participants)
understanding of what an ASDP is)
êê Their expectations of the training
.9.
Block A
Agribusiness Supplier
Development Programme
Session 2
A
An African Agribusiness Supplier
Session 3
Key success factors
Session 4
What’s in it for….. World Café
. 10 .
Training sessions
Session 2
An African Agribusiness Supplier
Content of the session Objectives

The Agribusiness Supplier Development Pro- After the session, participants can explain what
gramme aims to develop inclusive supply an ASDP entails and what its objectives are.
chains, linking smallholder suppliers to off-tak-
ers. A supply chain can involve many stakehold- Learning methodology and process
ers, from chain operators, to chain supporters Plenary brainstorming session and PPT presen-
(service providers) and is situated in a wider tation.
A
context (policy, economy, agro-ecological, etc.).
• The facilitator asks participants to write down
It is important that participants have a good
on cards 3 words (one word per card) they as-
understanding of what an ASDP entails, why it
sociate with Agribusiness Supply Chain (max
is important and what the key success factors
2 minutes).
are. In this session, participants first are asked to
share their understanding of Agribusiness Sup- • The facilitator asks participants (one-by-one)
ply Chains and based on this, their understand- to stick their cards on the wall.
ing of an Agribusiness Supplier Development • Once all cards are on the wall:
Programme. Topics of this session include: Option 1
• Agribusiness Supply Chains • The facilitator asks participants to regroup the
• Agribusiness Supplier Development Pro- cards according to their own criteria/logic.
gramme • Once the participants are done, the facilitator
• The rationale for an ASDP asks one participant to present the result.
• The objectives of an ASDP
• The key functions of the ASDP
. 11 .
Option 2 (in case of more than 30 participants) Training tips

• The facilitator presents the cards on the wall • Option 1 can be rather disorganized if the
• While presenting, the facilitator can try to regroup is relatively large, but is more partici-
group the words e.g. according to the follow- patory and lively. It is a good opportunity to
ing categories: create an active ambiance for the training.
êê Chain activities • If there are too many (e.g. more than 30) par-
êê Actors (chain actors, operators, enablers) ticipants, option 2 might be preferred.
êê Context Learning materials
êê Objectives • PPT 2
êê Other • Cards, Flipchart, markers, masking tape,
Continuation (for both option 1 and 2) whiteboard
• In plenary, the facilitator summarizes the re- Timing:

sults and allows for a short discussion • 1.5 hour
• The facilitator asks participants what their un-
derstanding of an Agribusiness Supplier De-
velopment Programme is.
• The facilitator writes key words on a white-
board or flipchart
• The facilitator presents PPT 2 and explains:
êê Rationale of an ASDP
êê The objectives of the ASDP
êê Allow for questions and discussion
. 12 .
Training sessions
Session 3
Key success factors
Content of the session • The facilitator asks participants to discuss in

sub-groups of 6 persons whether success fac-
Based on the lessons learned from the already
tors are (using the table below):
existing SDP in Latin America, a number of key
success factors have been identified. It is import- êê In place
ant to reflect on these factors as they need to be êê Not in place but likely to be realized by
in place to make the ASDP successful. Some of ASDP
the factors might not be in place, but could be êê Not in place and not likely to be created
influenced by the ASDP stakeholders.
Learning materials
Objectives • PPT 3, sufficient copies of the case study, flip-
Participants know the key success factors that charts, markers, masking tape.
are required for an ASDP to be successful. Training tips
Learning methodology and process • In case one or more key-success factors are
not in place, the facilitator might ask partici-
• The facilitator presents the success factors pants what according to the participants, are
(PPT 3) and asks whether participants can the implications for the ASDP, whether and
think of any other factors that need to be in how these factors could be influenced.
place for an ASDP to be successful.
• The facilitator distributes copies of the case Timing:
study soy bean sub-sector in Kenya and asks • 1.5 hour
participants to read the case (2 pages).
. 13 .
Key success factor In place Not fully in place
Likely to be realized Not likely to be

through ASDP created
ASDP should be in line with

national and regional policies
Availability of markets in the

form of committed off-takers
The availability of potential

and committed suppliers
Collaboration with and

integration of projects
and/or other service suppliers
A supporting and applied

information system
The availability of skilled consultants

to support the supply chain projects
Commitment of the financial

sector to develop suitable
financial products
Public funding for

financing the programme
Profitability and profit margin within

the supply chain
Other…
• Ask groups to present their tables in plenary

• Allow for questions and discussion
. 14 .
Training sessions
Case study 1:
Soy bean supply chain in Kenya
Current agricultural context as a business. The role of government and gov-
ernment agencies is to provide extension ser-
Agriculture is key in the national economy of
vices, invest in inputs and group formation. They
Kenya. It directly contributes 26% of Kenya’s
furthermore develop policies and commodity
GDP and another 25% indirectly. 65% of Kenya’s
strategies and invest in research. However the
export consists in agricultural products and as
capacity is limited and not always efficient. Also
high as 70% of the rural population earns an (in-
off-takers are not always committed to support
formal) income through agriculture. The sector
government implementation on the ground.
is mostly run by small scale farmers of 0.2-3 ha.
Together they produce 75% of all agri-output Soya supply chain characteristics
and 70% of marketed produce. Small-scale farm-
ers produce over 70% of maize, 65 % of coffee, Soya production in Kenya is still small. It is
50 % of tea, 80 % of milk, 85 % of fish, and 70 % mainly produced in Western Kenya in arid and
of beef and related products. An important role semi-arid areas. The current production is about
in linking farmers to markets is played by coop- 2,000 MT per year while the demand for soya is
eratives. about 150,000 MT. Soya is produced by small
scale farmers (app. 5,000), mainly female, who
In 2003 the new government adapted the Eco- also grow maize. The existing association of soy
nomic Recovery Strategy (ERS) for Wealth and growers (Nigouri) does not function well and
Employment Creation: a new strategy and pol- thus farmers are generally loosely organized.
icies that abandoned the policy on poverty re- Farmers sell to agents who then sell to users.
duction and adopted economic recovery. The Soya is used for edible oil production (10%),
ERS was followed up in 2007 with Vision 2030. food production (Promasidor, Say Afric, Farmer’s
This vision was translated into the Agricultural Choice, Proctor and Allan, Delemere, Alpa Fine
Sector Development Strategy (ASDS). Besides Food, Heritage Foods and Intsa Products) and
ensuring food and nutritional security for all the rest is mainly used by milling companies
Kenyans, the strategy aims at generating high- producing animal feed for cattle and chicken
er incomes as well as employment, especially in (e.g. Unga Feeds, MCK Feeds, Sigma Feeds, Uni-
the rural areas. Agriculture should be one of the feed and Lakefeeds) (UNIDO, 2010). Overall pro-
main drivers for economic growth. The ASDS de- duction is increasing slowly, but the demand is
scribes all intended government interventions growing much faster, particularly for animal feed
in the agri-sector comprising smallholder crops uses. The feed industry now heavily relies on im-
producers. The current strategy to lift up the ag- ported ingredients (soya and sorghum).
ricultural sector in Kenya is to approach farming
. 15 .
Constraints in soy supply chains • Farmers operate at small scale and are not or-
ganized in groups.
Kenyan farmers do not produce soya on a large
scale. Despite this, it could be a good cash crop
• Post-harvest services hardly exist.
in certain areas. There are several reasons for the • Farmers have a lack of credits.
low production: • There is little value chain coordination and
vertical linkages in the chain.
• Soya is not a food crop and is considered less
• The soy sector is facing competition with
important than maize by many farmers.
cheap imported edible oil and seedcake.
• There is lack of good inputs for producing
soya. Except for some research organisations Several projects have been set up over the years
looking into seeds supply, there is no high to improve production (for instance the N2 Afri-
quality seeds, let alone hybrid seeds. Off-tak- ca project focused on seeds supply, funded by
ers do not supply seeds because they have the Bill and Melinda Gates Foundation). Most of
bad experiences with farmers not selling their them failed because of a lack of coordination
crops after harvest (side selling). Also inocu- and a comprehensive sector strategy in which
lums and fertilizers are not supplied. all key stakeholders participate. This is different
• Soy farmers hardly receive public support, in Uganda where farmers do receive public sup-
such as extension, access to inputs or invest- port and where group production is taking off.
ments in infrastructure. The Ministry of Ag-
riculture is however finalizing a strategy for
Opportunities in soy bean supply
soya bean production and marketing which chains
is almost ready. There are, on the other hand, good opportuni-
• Good agricultural practices are not widely ties for Kenyan suppliers to expand production:
spread resulting in a productivity of just 400 • Soya is a good rotational crop for maize. In
kg/ha (as compared to 800 kg/ha in Uganda addition, since there are maize viruses now, it
and 1,200 kg/ha in India). may be a good alternative.
• Current production costs for farmers are esti- • Soya grows well in the short rain season.
mated to be 35 KES/kg while sales price is 45
• There is a growing demand for soya products
KES/kg.
(human food and animal feed).
• Sales prices (and thus margins) are low be-
• Industries want to replace imported soy prod-
cause Kenyan farmers compete with import-
ucts with locally sourced ingredients.
ed soya (70 KES/kg).
• Opportunities for increasing productivity
• Low sales prices make other farm crops more
through improved production practices, and
interesting for farmers, particularly because
the use of high-yielding and dual purpose va-
soya productivity is very low in Kenya.
rieties.
. 16 .
Training sessions
• Research capacity is available: Kenya Agri- rently SNV is carrying out a fodder study for ex-
cultural Research Institute (KARI), Industrial ploring opportunities.
Research and Development Institute, Interna-
tional Institute of Tropical Agriculture, Tropical There is an increasing market for soya. The de-
Soil Biology and Fertility institute. mand comes both from the milling and feed in-
dustry (for instance Unga Mills, Farmers choice)
UNIDO is currently implementing a soya pro- as well as the edible oil industry (human food). A
gramme in West Kenya that aims to improve big oil processor is BIDCO. BIDCO needs a mini-
productivity of soya. It has already set up 3 mi- mum of 100 MT of high protein soya per day for
cro-plants for processing and is developing the producing edible oil. Current capacity is a total
2nd phase of the soy programme. The first phase volume of app. 15.000 MT (requiring app. 30,000
was funded by Japan and focused on Food Se- ha and 30,000 farmers), but if more is available
curity. In this programme the soya was sold to BIDCO will increase its capacity. BIDCO is trying
the Red Cross. From next year on (2nd phase) it to source soya locally. In this regard it provides
is planning to work with inputs suppliers (MEA extension training, demonstration plots and ac-
ltd for inoculants and SeedCo for seeds). It will cess to finance by local banks. It does not want
provide technical assistance (on GAP), it will help to intervene in seed supply (anymore) because
in bulking and post-harvest technology, pro- of side selling risks. The planning for 2012 was to
cessing (small processing plants), group forma- source 6,000 MT through the Kenya Soy Farm-
tion and finance. This programme should have a ers Association (KeSoFA), but only 200 MT was
regional focus. In addition, the East African Dairy delivered mainly due to the lack of seeds and
Programme (EADP) together with SNV have an support on Good Agricultural Practices, organi-
interest in linking farmers to the feed industry zation, awareness, finance, infrastructure and a
in order to provide good quality inputs for the clear sector policy.
dairy industry (see also the dairy section). Cur-
. 17 .
Session 4
What’s in it for…World Café
As part of its mandate, UNDP AFIM, has devel-

Set the oped the African Agribusiness Supplier Devel-
CONTEXT
Cr pita E opment Programme (ASDP) with the intention
ho SPA
ea b
DI colle are
of supporting UNDP Country Offices (COs) in

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IES
te le
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SC ct
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Sub-Saharan Africa and their respective govern-

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the ment partners to develop and establish national

World Café ASDPs. It is important that the benefits for the
that mTIONS
atter
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different stakeholder groups are clear to partic-

principles for
for in
Exp
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Objective
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PER ivers t En ryo TIO
SPE e
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VES NT
CO major stakeholders.
Source: http://www.theworldcafe.com.
Learning methodology and process
World Café
Content of the module
The core mandate for UNDP AFIM is to engage
• The facilitator asks the participants to men-
tion the major stakeholders categories in an
the private sector to work towards reducing pov-
agribusiness supply chain. Broadly there are 4
erty and accelerating progress towards achiev-
categories of supply chain actors, 2 enabling
ing the Millennium Development Goals (MDG’s)
organizations and an implementing organiza-
by supporting pro-poor economic growth and
tion:
Inclusive Market Development (IMD) across
Sub-Saharan Africa. IMD focuses on developing êê Small suppliers (producers)
private sector markets to make them more in- êê SMEs
clusive of and beneficial to low income groups êê Off-takers
such as producers, consumers and employees. êê Service providers
Specifically, AFIM’s IMD initiative seeks to em- êê Government
power small enterprises, producers and distribu-
êê UNDP CO
tors to participate in and benefit from the exist-
ing potential markets in which they do business.
êê Implementing partner
• Participants will be divided on 4 different ta-
bles (6-7 persons) which will be facilitated by
one table host to be selected at each table.
Every table will focus on one specific ques-
tion:
. 18 .
Training sessions
Table 1: What are the major constraints/ • It is not necessary for all people to spend time
opportunities smallholder producers are at each table because after a few rounds (typ-
facing in accessing markets? What are the ically 2 or 3, depending on the time allocated)
possible benefits of an ASDP for smallholder the session closes with a debriefing.
suppliers? • The host of each table presents a synthesis and
key reflection points to the entire group of par-
Table 2: What are the major constraints/ ticipants either from the table itself, or back in
opportunities SMEs are facing in accessing plenary, whichever makes sense for the room
markets? What are the possible benefits of an set-up and size.
ASDP for SMEs?
• Allow time for the other participants to add in-
Table 3: What are the major constraints/ teresting points or further lessons learned after
opportunities off-takers are facing in sourcing the debriefing by table hosts.
locally? What are the possible benefits of an • Presentation and plenary discussion.
ASDP for off-takers? • PowerPoint presentation.
Table 4: What are the possible benefits of an Training tips

ASDP for governments? • This session can be regarded as the direct fol-
• Cover the tables with flip-charts or brown pa- low-up of session 2, but can also be considered
per. Participants should be constantly encour- as stand-alone session.
aged to take notes, doodle or create diagrams • In the plenary session, the facilitator can ask
directly on the table. The table host in particular what other intervention approaches / mecha-
should be instructed to keep track of key ideas. nisms participants know to support smallhold-
• Instruct the participants to focus on key points er farmers’ economic development? (possible
that relate to the questions and to contribute answers include: Local Economic Development
their own thoughts and ideas regularly. They (LED), pro-poor value chain development, Mar-
should also listen actively for interesting con- kets for the Poor, Sub-Sector development
nections, patterns or additional questions. projects, etc.).
• Each round of conversation should last approx- • What are the advantages/disadvantages of a
imately 15 minutes. All of the participants ex- Supplier Development Programme compared
cept for the host should move to the next table. to the other approaches?
• The host provides an overview of the previous Learning materials
discussion for the next group and steer them
• 4 tables with chairs
towards complementary thought processes in
order to avoid repetition. • Flipcharts, markers on each table
• Masking tape
• PPT 4
Timing:
• 1.5 hours
. 19 .
Block B
Stakeholders’ roles
and responsibilities
B
Session 5
Stakeholders’ roles and
responsibilities in an ASDP
. 20 .
Training sessions
Session 5
Stakeholders’ roles and
responsibilities in an ASDP
Content of the module • Each group is asked to attribute each card

(function) to one stakeholder.
Key in an SDP sub-sector/supply chain project
• Once cards are finished, participants are asked
is the triangular relations and interactions be-
to add functions and write these on empty
tween suppliers (farmers/SME suppliers), lead
cards.
firms and service providers (including Govern-
ment agencies and NGO/IO support). They are • If functions are not clear, ask groups to discuss
and clarify the functions.
B
based on equality principles, yet the starting
point for an SDP is an output driven approach, • The facilitator presents PPT 5 in plenary and
based on the demand for agricultural supply by asks participants to comment (in case they
off-takers. In other words, there should be first came to other conclusions).
of all the full commitment from a lead firm. In Training tips
this session, participants reflect on the roles and
responsibilities of the major stakeholders, i.e. • The implementing partner and supply chain
broker or facilitator are very important in the
• Small suppliers (producers) and SMEs implementation of the programme. In the fol-
• Off-takers lowing session the role of the broker will be
• Service providers discussed.
• Implementing partner • Group discussion could continue for app. 45
• Government minutes. It is not necessary that each group
• UNDP CO discusses each card (time is probably too lim-
ited).
Objective
Participants know the stakeholders in an ASDP Learning materials
and understand their roles and responsibilities. • Sets of cards according to the number of
groups. These cards need to be printed and
Learning methodology and process cut before the training.
• The facilitator explains who the main actors • Markers
in setting up and implementing an ASDP are. • PPT 5
• Participants are divided in groups of 6. Timing
• Each group is given a set of cards with func-
tions. • 1.5 hour
. 21 .
Get organized / form groups Improve production methods (GAP)
Commit to and honour contract

Supply quality products
obligations
Communicate and exchange constant

Invest time and capital in improving
information with the off- taker
business and supply
about production
Commit to the SDP programme on a medium Guarantee markets by setting up fair and
to long term basis sustainable purchasing contracts
Communicate with suppliers about quality

Provide market intelligence information
requirements, volume, on time delivery etc.
Provide constant training on Good

Help accessing quality inputs and logistics
Agricultural Practices (GAP)
Support access to finance (pre-finance,

Pay in time trade finance, equity
investments in hardware)
Develop programme systems, including an Monitor the implementation of supply

information system chain projects
Ensure that the contractual agreements

are fair and that the interests of the Overall monitoring and evaluation
suppliers are protected
Creating a technical assistance base

Reporting of consultants and
committed programme partners
Ensure that the environment is protected Training
. 22 .
Training sessions
Align the country ASDP with national and

Involving and committing off-takers
regional ambitions and programmes
Involve NGO partners and existing

Attracting donor funding local private sector service
providers for farm support
Involving finance organizations, including Monitoring progress and integrating

commercial banks learning
Provide (improved) services Provide advise related to GAP
Provide quality agricultural inputs Standardization
Certification Finance
Group formation Organizational strengthening
Participating in discussions Providing data
Accessing the right people and other (semi-) Research finance options (own budget /
public and private organizations for support negotiating with others)
Invest in public goods (infrastructure, water, Improving and implementing public

electricity etc.) services and policies
Creating an enabling environment for

agribusiness supply development
. 23 .
Block C
Phases of an ASDP
Session 6
C
Feasibility: Shortlisting Sub-sectors
Session 7
A. Supply Chain Diagnostics
B. Chain Analysis from a Gender Perspective
Session 8
Supply Chain Planning
Session 9
Supply Chain Implementation
Session 10
Phasing out
Session 11
Monitoring and Evaluation and Learning
. 24 .
Training sessions
Session 6
Feasibility and Programme Preparation
Content of the module, Objective

learning topic Participants know the criteria for the selection of
Once there is genuine interest for and ASDP in suitable supply chains for an SDP and are able to
a country, the next step is to identify and select apply the criteria. Participants are also aware of
commodity sub-sectors. The underlying princi- all steps for preparing an ASDP.
ple of the SDP is to contribute to poverty alle-
viation and this is therefore the most important Learning methodology and process
selection criteria. • The facilitator asks participants to list criteria
C
for selecting commodity sectors (in groups of
The selection process starts with doing a desk 6)
review and study on which agro-value chains • Describe these criteria: what, how and why?
offer the most prospects for poverty alleviation. • Rank the criteria: indicate the most important
Such a quick review should include the follow- criteria
ing elements: • Name 4 commodities with potential for de-
veloping an ASDP
1. The sub-sector’s contribution to incomes
• Ask groups to come up with a conclusion on
2. The number of people and companies in- the suitability of the respective value chains.
volved in producing, processing and market-
• A short plenary discussion on the suitability:
ing
the facilitator asks why participants think a
3. The domestic market potential (interest of specific sector is suitable or not (highlighting
off-takers/Lead Firms) the major reasons)
4. Its relevance to food security • Ask participants whether there are other crite-
5. The number and names of potential interest- ria that can be used for selecting sub-sectors.
ed lead firms • A quick round of answers in plenary
6. The comparative advantage of the sector • In plenary: ask participants whether the crite-
7. An analysis of general business and policy en- ria in the PPT overlap with their own criteria.
vironment for this specific chain Would the commodity still qualify?
• Finalize the session with a short presentation
In this session, participants are asked to assess
on Programme Preparation
the suitability of an ASDP for specific sub-sectors
(proposed by the participants themselves). The
session ends with a presentation on Programme
preparation.
. 25 .
Training tips • Criteria that related to economic growth

The facilitator can refer to chapter 4 of the Tool- • Environmental criteria
kit. There are tools that could be referred to Learning materials
during the selection process, including:
• Flipcharts, markers, masking tape
• Elements for a quick review • PPT presentation
• Factors that indicate the importance of a mar-
ket for the poor Timing
• Pro-poor assessment criteria (UNIDO) • 1 hour
Weight Criteria Score for each value chain (1 to 5)

%
Value Value Value
chain 1 chain 2 Chain ...
Fits the country’s Strategy for poverty
Poverty reduction, X
reduction
Potential for employment generation
Number of Small producers in the Sub-sector
Required investments
Entry-barrier Levels for poor agro-processors
Geographical Location of producers
Sub-total (A)
Poverty impact μ =(X x A) /100
. 26 .
Training sessions
Economic growth potential, Y
Contribution to GDP - export earnings
Potential for domestic/international demand
Public and Private investment prospects
Potential for Market integration of Local SMEs
Promotion of Policy changes
Scaling-up potential
Sub-total (B)
Economic growth impact α = (Y x B) /100

Pragmatic aspects, Z
Market demand
Extent of value added potential
Production costs in comparison to

competitors
Available resources and number of operators
Availabili of raw materials and other inputs
Sub-total (C)
Pragmatic aspects β = (Z x C) / 100
Total score (A + B + C)
Total score based on weight (μ + α + β)
Source: UNDP, 2010A
. 27 .
Session 7
A. Supply chain diagnostics
Content of the module During this exercise, participants are asked to

map a value chain and identify bottlenecks and
Once a sub-sector is selected, a more thorough
opportunities by answering the 4 questions,
analysis is conducted to identify the constraints
without going too much into detail.
and opportunities in the development of local
supply to a Lead firm. The objective of this stage Learning topic
is to assess the supply chain of each identified
focal commodity and to look at the constraints Supply chain analysis
along that value chain and what has created
barriers for the smallholder farmers of the com-
Objective
modity and the SMEs from engaging in com- Participants are able to engage in supply chain
mercial activities and supplying to higher value diagnostics around selected commodities/
markets. Herein also Lead Firms’ needs are iden- sub-sectors and identify constraints and oppor-
tified so as to identify the supply gap from both tunities.
the demand and supply side.
Learning methodology and process
The process for mapping a chain includes the
Group work: supply chain diagnostic.
following steps (KIT Value chain training 2008):
• The facilitator starts with a short presentation
1. Description of the different functions and on value chains.
technical operations in a chain: functional
• Participants are asked to read case study 2:
analysis;
Dairy supply chain in Nigeria and to do a val-
2. Specification of the main actors in the chain ue chain diagnostics, by answering the fol-
and their relations: describe relations be- lowing questions:
tween actors (loose or tight relations? Short
1. What are the different functions and
term or long term relations? Who is in charge
technical operations in the selected value
of decision making?);
chain (functional analysis) (list)
3. Drawing the chain map, including available
2. Who are the main actors in the chain
quantitative data; and
what are their relations (list)
4. Analysis of bottlenecks and opportunities in
3. Drawing the chain map
the chain with regards to technical issues,
• Identification and analysis of bottlenecks in
organizational issues as well as access to ser-
the chain with regards to technical issues,
vices.
organizational issues as well as access to ser-
vices.
. 28 .
Training Sessions
Training sessions
Case study 2:
Dairy supply chain
in Nigeria
• The facilitator asks each group to present
their value chain map and constraints and Agricultural context in Nigeria
opportunities identified. In the sixties Nigeria used to be an important
exporter of several agricultural commodities
Training tips (groundnuts, palm oil, cocoa, cotton) but due
• The case studies are not providing all in- to a focus on oil and to political unrest, invest-
formation: groups can make assumptions ments in agriculture declined. As a result Nige-
related to the chain functions and actors ria is now one of the largest importers world-
(making the case a bit fictive). wide of wheat, rice, sugar and fish. Despite this
• The facilitator can also decide to use both and the relative importance of the oil industry,
case study 1 and 2 for this exercise. the agricultural sector is still app. 1/3 of Ni-
• The facilitator can decide to have presen- geria’s GDP and, consequently, an important
tations after a certain step or to finalise source of income for many Nigerians. To date
group work first and then have plenary the main challenges in agriculture are the scale
presentations and discussions on the final of farming, the little production and marketing
results. knowledge and capacity, and little developed
infrastructure. Access to finance is also a major
Learning materials issue. Youth are not interested in farming and
• Flipcharts, markers, coloured cards, mask- tend to move to urban areas.
ing tape
• PPT 7A At the processing side there are little outlets
that want to invest back in the value chain.
Timing Also this is caused to a large extent by a lack of
• 2 hours finance as well as little comparable advantages
(i.e. high cost and low quality) of local produce.
Scattered value chains and weak value chain
linkages between lead firms, processors and
farmers are not helping the growth of value
chains either. Finally, the country, particularly
in the Northern states, still suffers from ethnic
and religious tensions that cause an insecure
situation for business as well as support staff.
. 29 .
The Agricultural Transformation

Nigeria Dairy sub-sector:
Agenda
facts and figures
Since the elections of 2007 the country has
GDP share 4%
adopted a clear vision of reform that includes
Number 15 million (1990),mostly Bunaji a diversification of the economy, including the
cattle cattle agricultural sector. This vision is widely known
Region Mostly Central and Northern as Agricultural Transformation Agenda (ATA) and
states aims “to achieve a hunger-free Nigeria through
Milk 0,5-2 litres per day (can go up an agricultural sector that drives income growth,
productivity to 10) or 469,000 MT total per accelerates achievement of food and nutritional
year (ambition 1,1 million MT) security, generates employment and transforms
Cattle farmers 12 million (mostly pastoralists) Nigeria into a leading player in global food mar-
A small number of peri-urban kets to grow wealth for millions of farmers”. Key
cattle producers exists as well to the Programme is treating agriculture not as a
as commercial cattle with dairy development project, but as a business. As such
processing plants with exotic there is much synergy with other ministries, in-
breeds cluding the Ministry of Trade and the Ministry of
Gender Caring (men), Finance, as well as with the Central Bank.
Milking (women) Key sectors of the ATA are larger commodities
SMEs Some cooperative including cassava, rice and sorghum, but also
collection points horticulture, livestock (including dairy) and
Industry 3% of fresh milk is processed aquaculture are included. Large sums of pub-
by industry (Friesland lic money have been made available and more
Campina/WAMCO) funding is expected through organizations like
Total market 1,5 million litres per year (70% the World Bank and the African Development
imported powder) Bank. This is to a large extent allocated for infra-
structure (irrigation, mechanization, processing,
storage, roads) around 6 processing zones that
have already been selected.
. 30 .
Training sessions
The dairy sub-sector Milk collection centres that serve as farm coop-
eratives are seen as an important mechanisms
Since 1954 import restrictions were lifted and
to organize dairy chains. The government will
competition with imported milk powder ham-
invest in the required infrastructure.
pered the industry’s development. This changed
in 1988 with the Structural Adjustment Pro- Most farmers are small scale pastoralists that mi-
gramme that supported local industries over grate with their livestock. Key constraints at this
imported goods. Dairy is not an easy sector to level of the supply chain are:
develop because of pastoralists smallholders
not being used to farming as a business. Farm-
• Unorganized fresh milk collection, processing
and marketing, amongst others due to pasto-
ers in different areas react differently to market
ralist system;
development activities. As a result costs are high
and there is a high level of inefficiency which • Poor productivity of cows: due to poor nutri-
makes dairy not competitive with imported tion of lactating cows;
powder. High level investments and long term • Lack of fresh water;
investments are required in order to change this • Lack of capacity and skills in dairy farm man-
sector from subsistence to commercial farming agement : no services, poor food safety stan-
dards, diseases;
As part of the ATA the Ministry of Agriculture has • Lack of clear policy, amongst others on land
developed the Dairy Transformation Agenda rights;
(2011). Goals are to increase annual production • No access to longer term finance (investing in
to 1,1 million MT per year in 2015 and to increase a cow takes 3 years before returns).
income to 285 million USD for 12 million farm-
ers. There are also opportunities for developing the
dairy sector:
Objectives are: • Good climate in Central and Northern states;
• Increase productivity through improved or- • Generally healthy animals;
ganization (clusters), production technology, • Available land;
feed, improved breeds, animal health care • Culture of dairy production and consump-
and extension services; tion;
• Organize producers in 17 states in producers • Old processing plants available for revitaliza-
cooperative associations; tion;
• Support to SMEs (semi urban dairy farms); • Fodder crops can be grown;
• Improve dairy (social) marketing; • Growing demand urban middle classes;
• Restrictions on dairy import; • Potential investors in processing (yoghurts
• Link demand to a better production, supply etc.).
chains, policies and advocacy with end-users;
• Strengthening of the National Dairy Develop-
ment and Marketing Commission.
. 31 .
SMEs Campina has committed itself to buying the

milk, the state to investing in infrastructure sup-
In the past, dairy enterprises have tried to de-
porting local sourcing practices of Friesland
velop. They failed particularly because of a lack
Campina, and IFDC to supporting farmers. To
of sufficient inputs. In addition their scale was
fulfill its part of the agreement, Friesland Campi-
not cost effective. There are some SME suppliers
na has established Milk Collection Centers in
left, for instance the Shonga Farms that produce
2 states (Oyo and Kwara) and plans to expand
80% to Friesland Campina, see below. Shonga
to Abuja soon. The programme eventually will
Farms has 5 farmers with a combined capacity
reach out to 5 more states. The Mueller compa-
for producing an excess of 8.700 litres of raw
ny provides the equipment. Total investment of
milk per day. They also collect milk from local
Friesland Campina lies in the range of USD 3 mil-
herders and with technical support from IFDC
lion for 40 collection point structures, USD 3 mil-
ensure that the milk is the right quality. The chal-
lion for equipment and USD 2 million extra for
lenge is to deliver the right quality and quantity
Abuja. The Dutch government (DGIS) funds part
for the market.
of the programme (see IFDC). Currently Friesland
Lead firm constraints and needs in Campina sources from 3,500 farmers, eventually
this needs to expand to 20,000 farmers.
local supply
Friesland Campina/WAMCO is the biggest of a The challenge is to achieve transparency in the
very few players in the dairy industry in Nigeria chain. The farm to fork approach that is imple-
that sources fresh local milk. Other (potential) mented by Friesland Campina is needed to di-
lead firms and SMEs are Nestle, Olam, L&Z , GAR- minish health safety risks. Finding suppliers that
KO, Naigari farm, Mazuibe farm, and Farm Fresh. fulfil all quality requirements is difficult. Extra
support is particularly needed in:
In agreement with the government, Friesland
• Advocacy for investments in infrastructure,
Campina started to source 10% of the dairy in-
amongst others for access to drinking water
puts locally. Friesland Campina will need 15,000
– 20,000 litres per day by 2016. A Memorandum
• The organization of (more) farmers
of Understanding between Friesland Campina, • Policy development on land governance
the state and IFDC was signed with the aim to • Learning from practice, monitoring and dis-
set up the Nigerian Dairy Programme. Friesland semination
. 32 .
Training sessions
Session 7
B. Chain analysis from a gender perspective
Content of the module Gender mapping has the following objectives:

Before intervening, it is important to have a • To gain a gender-sensitive picture of the value
clear understanding of the supply chain. But it chain, the actors involved and the percentag-
is equally important to understand livelihoods es of men and women in each segment.
systems and gender issues to better target the • To gain insight into the differences between
activities. For example, if a SDP targets the maize men and women in terms of their activities,
supply chain, it is important to understand the and their access to and control over resources.
importance of maize in a livelihood: is it mainly • To identify opportunities for women to up-
a food crop, and are only surpluses sold, or is it grade their position.
already a cash crop? What happens to the food • To identify constraints and opportunities for
security of farmer families if maize is becoming women to participate in the value chain as
a cash crop? And who is responsible for what well as analyse differences in power in the
activity related to maize production, processing value chain governance.
and marketing within a household. And is this
In the previous session, participants prepared
likely to change once a SDP comes in? Equally
a value chain map and identified opportunities
important is to understand the possible impact
and constraints. In this session, groups will revisit
of an intervention on the environment. If any
their results and reflect on the gender aspects.
harmful impacts can be expected, the SDP will
not be sustainable. This session on gender map- Objective
ping focuses on understanding gender dimen-
sions of a supply chain and addressing them in To raise awareness of the different stakeholders
the design of the SDP. that they act in a complex system with mutual
influences that can be positive or negative.
It is important to understand gender issues
in a value chain at various levels, enabling the
underlying causes to be identified and suitable
interventions to be understood and if required
addressed in the design of the SDP. Gender
mapping aims to make women more visible
when mapping a value chain. Although wom-
en participate in most agricultural value chains,
they tend to be invisible.
. 33 .
Learning methodology and process Training tips

• In the previous session, participants prepared • The facilitator should explain that it is import-
a value chain map and identified opportuni- ant to understand livelihood systems, gender
ties and constraints. The facilitator asks the issues and environmental issues related to the
groups whether they distinguished between supply chain. Only if these aspects are taken
men and women while doing the mapping into account a sustainable supply chain could
exercise and whether men and women are be developed.
visible in the map. • In the toolkit, more gender sensitive analytical
• The facilitator asks the groups to revisit their tools are provided that could be used in this
supply chain map following the next steps: exercise.
êê Make invisible women stakeholders visible: • In any case, the facilitator needs to refer par-
women who are (probably) not mapped ticipants to these tools.
in the first supply chain mapping because
Learning materials
they are not considered owners of the
business, such as wives or daughters in the • Flipcharts, markers, coloured cards, masking
family business, or women labourers. You tape
can do this by putting coloured cards on • PPT 7B
the actor mapping.
Timing
êê Activity mapping: identify which activities
in the value chain are done by men, and • 1 hour
which by women. Give special emphasis Reference
to activities that generate value or improve
quality: these may be key to identifying op- KIT, Agri-ProFocus and IIRR. 2012. Challenging
portunities for empowering women. chains to change: Gender equity in agricultural
value chain development. KIT Publishers, Royal
êê Identify opportunities and constraints for Tropical Institute, Amsterdam.
women. Analyse the constraints that ham-
per the competitiveness of women and
restrict their inclusion in the value chain.
What can reduce these potential limita-
tions? And what are the opportunities for
economic empowerment of women?
• Plenary presentations and discussion by the
groups.
• Bring to the table the fact that a similar ap-
proach can be used to do a youth mapping of
the supply chain.
. 34 .
Training sessions
Session 8
Supply chain planning
Content of the module 3. Facilitating linkages (selection of upgrading

strategy and business models, contracting,
For developing Supply Chains, strategies need
etc.)
to be developed and translated into practi-
cal supply chain implementation plans which, 4. Policy Advice (creating an enabling environ-
before starting implementation, need to be ment: favourable policies and investment cli-
agreed upon by all stakeholders and involve mate, market regulation, taxation, etc.)
implementing partners through a partnership Objective
agreement. So the objective of this phase is to
Participants understand the ASDP 4 key-func-
develop and formally agree upon a supply chain
tions to develop a supply chain.
development plan.
The Supply chain planning phase consists in the Learning methodology and process
following activities: • The facilitator presents the 4 ASDP Key func-
• Selecting strategies and business models. tion (see PPT).
• Developing implementation plans includ- • Based on the results of the Supply Chain Di-
ing interventions, timing, responsibilities, agnostic exercise (constraints and opportu-
required extra investments and milestones nities), participants (in the same sub-groups)
through a validation workshop with Lead are asked to identify actions that could be ini-
Firms, selected suppliers and other support tiated to enhance the supply chain, i.e. to en-
organization. sure markets for smallholders and to ensure
• Setting up and signing chain partnership supply to Lead Firms.
agreements aiming at setting up/improving • Participants write the options on cards (one
supply chain relations. option per card).
• Participants regroup the actions according to
In this session, participants will reflect on the the 4 ASDP key functions.
functions of an ASDP based on their own cases.
• Each group prepares an “action thermometer”
Four ASDP key functions are distinguished:
on a flipchart (see PPT) by sticking the cards
1. Organizing support for suppliers: e.g. access on the flipchart according to the activities,
to inputs, advisory services on GAP, access to starting on line 1 at each key function.
finance, organization of producers, manage-
ment training, Business Development Ser-
vices, etc.
2. Sharing supply chain information throughout
the chain (market information, etc.)
. 35 .
• Plenary reflection and discussion. The group • What, according to participants is the priority
results provide information on the priority key function in their country.
function: more cards in a certain key function
make it a “hot issue”. Few cards imply less pri-
Learning materials
ority for a certain key-function. • Flipcharts, coloured cards, markers, masking
tape,
Training tips • PowerPoint slides
• Make sure the groups do not ignore the re-
sults of their gender analysis! Timing
• The facilitator can ask what activities might be • 1.5 hour
required under which conditions. For example:
if farmers are not organized and production
levels and quality are relatively low, “organiz-
ing support to farmers” will be a first priority. In
the case that agricultural production is up to
standards, but farmers have problems estab-
lishing linkages with other stakeholders such
as processors or traders, “facilitating linkages”
might become more important.
10
9
8
7
6
5
4
3
2
1
0
Organizing Sharing Facilitating Policy
support information linkages advice
. 36 .
Training sessions
Session 9
Supply chain planning
Content of the module Learning methodology and process

The objective of this phase is to successfully • The facilitator asks participants to read the
implement all identified interventions that are case (15 minutes).
needed to improve supply in the respective • In groups, participants are asked to identify
supply chains. During a period of approximately actions in the case study that were initiated to
four production seasons the suppliers, togeth- enhance the supply chain (similar to the pre-
er with key partners (NGO programmes, public vious sessions).
and finance service providers etc.), improve pro- • Participants write the activities on cards (one
duction and productivity, quality management, activity per card).
price, lead time and organizational structures, • Participants regroup the actions according to
while the buyers invest in improving their tech- the 4 ASDP key functions.
nical and financial support towards suppliers, • Each group prepares an “action thermometer”
communication of specifications and regula- on a flipchart (see PPT) by sticking the cards
tions and in-time payments. This should go hand on the flipchart according to the activities,
in hand with additional investments in physical starting on line 1 at, each key function.
hardware and inputs supply, by both suppliers • Plenary reflection and discussion. The group
and buyers. results provide information on the priority key
In this session participants reflect on a case study function: more cards in a certain key function
for a SDP in Sierra Leone. Together they discuss make it a “hot issue”. Few cards imply less pri-
the different activities implemented, but also ority for a certain key-function.
constraints and opportunities that emerged. Training tips
Objective • Make sure the groups do not ignore the re-
sults of their gender analysis!
Participants understand the supply chain activi-
ties implemented in Sierra Leone, and reflect on Learning materials
emerging constraints and opportunities. • Flipcharts, colored cards, markers, masking
tape,
• PowerPoint slides
Timing
• 1.5 hour
. 37 .
Case study 3a:

Local sourcing of sorghum in Sierra Leone
(Source: KIT 2012, www.local-sourcing.com)
Starting in Sierra Leone, Heineken saw oppor-

tunities to substitute part of the imported raw Total costs for the five year project in
material by locally produced goods. Together two countries (Ghana & Sierra Leone):
with an NGO, they explored possibilities to build USD 2.897.000
relations with local farmers from whom they
could source sorghum. The drive for Heineken to Of which the following parties
do this was not solely economic, as they could contributed:
also contribute to the livelihood of poor farmers CFC:
and provide them with an income. They started USD 1.527.000 (grant)
over five years ago, and are now in the process SLBL:
of making the sourcing process sustainable on USD 372.000
its own.
Guinness Ghana Breweries:
USD 531.000
Local sourcing of sorghum
Other Counterparts:
Beer consists of several ingredients: water, malt-
USD 647.000 (212.000 for Sierra Leone
ed barley and hops. Malted barley is a raw ma-
and 255.000 for Ghana)
terial that has to be imported, since it does not
grow in Sierra Leone. However, sorghum has po-
tential to partly substitute malted barley and can
be grown locally. Project kick-off in Kambia & Port
Loko (2006)
Steps towards local sourcing of • Approx. 150 farm families were regis-
sorghum tered
The first step for starting to source locally was to • Average farm size was small – 1 hectare
study the feasibility (2005). In 2006 the Common was utilized
Fund for Commodities (CFC), a UN organization • Mixed cropping was mainly practiced
with the aim of promoting commodity trade, which resulted to low yield
became interested in the project. CFC funded • Massive sensitization, training work-
a joint sorghum sourcing project in Ghana and shops & field days areas of production
Sierra Leone together with Heineken and Guin- expanded and the production of sor-
ness (the two major shareholders in both brew- ghum increased tremendously
eries). A five years trajectzory for Sierra Leone, • Construction of two stores in Kambia
leading to a sustainable supply of sorghum was district provided proper storage facili-
designed. The NGO EUCORD (The European Co- ties for communities
operative for Rural Development) was appointed
as the implementing agent.
. 38 .
Training sessions
1. Develop, test and introduce new industrial 3. Training of producer associations and credit
sorghum varieties and technologies groups
In 2005, VANCIL (a consultancy company) The nucleus farmers received workshops.
was hired to manage local implementation They were taught how to calculate costs of
of the supply of sorghum. The SLARI (Sierra investments and profits. They also received
Leonean Agricultural Research Institute) was training on agricultural practices of sorghum
hired to do research on agricultural condi- (how to get the right moisture content, how
tions and suitable varieties of sorghum for to weigh the bags of sorghum, pre-harvest-
the production of beer. Three varieties were ing and pre-planting training). The nucleus
selected by SLARI and VANCIL and tested in farmers then were required to visit farmers
two districts (Kambia and Port Loko). and convince them to join the out-grower
scheme. Out-growers received direct cash for
2. Establishment of rapid-multiplication
the sorghum they delivered to the nucleus
enterprises and collection centres
farmer. If out-growers were in need of cash
In the first two years, it proved difficult to before harvesting, they could request the nu-
get farmers enthusiastic to start with the cleus farmer for pre-financing. They needed
sorghum production. Some reasons were to pay the loan back when they delivered the
that most farmers were engaged in sub- sorghum. The nucleus farmers in term have
sistence farming only. Another reason was access to finance from the bank Finance Si-
that farmers did not trust NGOs. The farmers erra Leone.
that agreed to join and plant sorghum got
4. Development of contract/partnership
direct cash for their produce and were satis-
mechanisms between producers, input
fied. When other farmers took notice the ball
providers, intermediate agents and agro-
started rolling. Quickly the local growing of
processors
sorghum for the brewery took off. In order to
manage growth VANCIL started to identify Contracts between producers, input provid-
nucleus farmers in several districts who then ers, intermediate agents and agro-processors
worked with out-growers. include pricing, quotas, services & inputs and
finance. In the beginning contract/partner-
ship mechanisms were set up between the
farmers, VANCIL and SLBL. From 2012 SLBL
took over all the tasks and services of VANCIL.
This transition meant that the sorghum proj-
ect became a long-term sustainable business
section within the company.
. 39 .
5. Training of input dealers and credit Local Sourcing from smallholders takes time,
providers costs money and requires knowledge on lo-
cal farming: To set up a local sourcing project
All nucleus farmers and some agents and
takes time and costs money. This local sorghum
out-growers received training from VAN-
project took six years to become cumulatively
CIL and SLARI, organized by EUCORD, in-
profitable for SLBL. It involves building trust and
cluding financial training, pre-planting and
managing relationships with several new stake-
pre-harvesting trainings, and farmer field
holders. Especially in a ‘foreign’ setting, this is
school demonstrations. The nucleus farm-
challenging. Through partnering with CFC, SLBL
ers need to pass on their new knowledge to
was able to cover part of the total costs for com-
out-growers. This is also in the interest of the
mitting farmers to sorghum production.
nucleus farmers, since they need high quali-
ty and quantities of sorghum. Use local staff and outsource activities – in order
to build trust with the farmers: Involvement of
Lessons learned local staff and service providers such as Vancil
Win-win situation: Local sourcing for SLBL is a su- and EUCORD to build up relations with the farm-
perb business case for all actors involved. It has ers is extremely important. Hiring local experts
been successful because farmers did not have and development/agricultural experts speeds
sufficient alternative sources of income. The in- up common understanding and communica-
come out of rice was little and thus opportunity tion. Once farmers were convinced by local staff
costs for producing sorghum were low. Growing members to join the sorghum programme, they
sorghum therefore attracted many local produc- saw the benefits. This created a snowball effect:
ers. Simultaneously the costs for using sorghum other farmers wanted to join when they saw
are substantially lower than importing barley their neighbour, family member or friend bene-
and therefore also the company gains by local fitting from local sourcing.
sourcing.
. 40 .
Training sessions
Session 10
Phasing out
Content of the module • The facilitator asks if there are any other cri-
teria.
Phasing-out refers to the gradual withdrawal of
• The facilitator shows the slide with the phas-
resources and involvement. In an ASDP phas-
ing out model showing the four criteria:
ing-out happens at two levels: at supply chain
project level and at the ASDP programme level. êê Sustained capacities
êê Sustained resources
From the time when a supply chain becomes êê Sustained motivation
sustainable, meaning that future supply from
êê Sustained linkages
suppliers to off-takers is assured, external sup-
• The facilitator asks if there are any other crite-
port from that specific supply chain should be
ria that need to be added to the list.
phased out gradually.
• In groups, participants are asked to reflect on
In this exercise, participants reflect on the Sierra the Sierra Leone case and are asked to check
Leone case and make their own assessment on whether the criteria they identified are met.
phasing-out the SDP. • Groups prepare a flipchart with their answers.
Objective Training tips

Participants have reflected on the criteria for If groups think that certain criteria are not met,
phasing out. the facilitator can ask what needs to be done in
order to meet the criteria and make the supply
Learning methodology and process chain sustainable before phasing out.
• The facilitator asks participants to answer the Learning materials
following questions in pairs:
• Flipcharts, markers, masking tape
êê When can a programme phase-out from a
• PowerPoint slides
specific ASDP project?
êê When can an ASDP Programme be closed? Timing
• The facilitator asks the pairs to write down • 1 hour
their answers.
• In plenary, an inventory of answers is made
and the facilitator writes the answers on a flip-
chart.
. 41 .
Session 11
Monitoring & Evaluation and learning
Content of the module Objective

There are many reasons why different stakehold- Participants know the M&E framework for an
ers would require M&E. The most common ones ASDP, and in particular its milestones.
include (upward) accountability and operational
management. In M&E for accountability the ob- Learning methodology and process
jective is to justify, often in retrospect, the use • The facilitator explains that an ASDP is difficult
of resources. However, for ASDPs, strategic man- to plan and that continuous monitoring is re-
agement and knowledge generation would be quired. In this exercise, participants are asked
equally important purposes. Learning from ex- to reflect on the following 3 situations (1 per
periences, for the benefit of improving the ASDP group):
itself, but also for the benefit of future initiatives, êê Over production
is central to M&E.
êê Monopoly
In ASDPs there are two levels of êê Power of nucleus farmers
Monitoring and Evaluation: • The facilitator has prepared the case studies
(printing and cutting)
1. The development of the ASDP
• In groups, participants are asked to reflect on
2. The development of supply chains these 3 situations (1 per group) that emerged
In addition, knowledge sharing in a sub-sector in the local sourcing of sorghum in the Sierra
programme like ASDP, is essential because it can Leone case, answering the following ques-
be applied to trigger scaling up lessons learned tions:
and thus to reach wider sustainable develop- êê What are the implications for farmers?
ment. Learning from the ASDP is important êê What are the implications for off-takers?
for all direct stakeholders in the supply chains êê Who is bearing the risk?
(farmers, SME suppliers, off-takers and service
providers), yet also for more indirect stakehold-
êê What solutions would you propose?
ers, namely the national government, the agri-fi- êê How could you prevent a situation like this?
nance banking sector, NGOs, donors etc., who êê What are the related indicators that require
can then replicate lessons learned and increase monitoring?
impact of the programme. In this session, 3 situ-
ations related to the local sourcing of sorghum
in the Sierra Leone case are provided. Partici-
pants will reflect on the situations and discuss
the importance of M&E.
. 42 .
Training sessions
Case study 3b:

Local sourcing of sorghum
in Sierra Leone
(Source: KIT 2012, www.local-sourcing.com)

• Groups present back to plenary. The facil-
itator allows for discussion. 1. Over production: In 2010 too much sorghum
• The facilitator asks participants what is was produced by the farmers.
the importance of M&E. êê What are the implications for farmers?
• The facilitator explains that there are two êê What are the implications for off-takers?
levels of M&E and Learning: the supply êê Who is bearing the risk?
chain level and the ASDP as a whole. The êê What solutions would you propose?
example concerned the supply chain.
êê How could you prevent a situation like this?
• The facilitator reminds participants that
for each phase, milestones are available
êê What are the related indicators that require
monitoring?
(and already presented).
Learning materials
2. In Sierra Leone, an unintended monopoly po-
• Cards with the problem descriptions and
sition of SLBL emerged.
questions, Flipcharts, coloured cards,
markers, masking tape êê What are the implications for farmers?
• PowerPoint slides êê What are the implications for off-takers?
êê Who is bearing the risk?
Timing êê What solutions would you propose?
• 1 hour êê How could you prevent a situation like this?
monitoring?
3. At one point, nucleus farmers lowered the

price paid for sorghum to the out-growers.
êê What are the implications for farmers?
êê What are the implications for off-takers?
êê Who is bearing the risk?
êê What solutions would you propose?
êê How could you prevent a situation like this?
monitoring?
. 43 .
Block D
Action planning / way forward
Session 12
D
Towards an ASDP Roadmap
Session 13
Financing an ASDP
. 44 .
Training sessions
Session 12
Towards an ASDP Road Map
Content of the module During this session, participants start develop-

ing a roadmap for their ASDP. If there are rep-
A first step in designing an ASDP is the develop-
resentatives from more countries participating
ment of a roadmap. An ASDP roadmap provides
in the training, the participants are regrouped
general directions for a more detailed action
according to their countries. During the next
plan. The development of the roadmap is the
session, participants will prepare a budget for
responsibility of the UN Country Office, but can
their ASDP.
be supported by a consultant or other service
providers with expert knowledge on supplier
D
Objective
development programmes. Although there is
no blueprint for a roadmap, a typical roadmap • Participants understand how to develop an
provides the following information: ASDP roadmap.
• Participants have developed a first draft Road-
• Country context (a description of the political
map for their country.
and socio-economic context)
• Sub-sectors : an overview of the selected Learning methodology and process
sub-sectors, facts and figures, main charac- This exercise is based on the assumption that
teristics, important actors, opportunities and potential sub-sectors have already been identi-
constraints, potential for an ASDP. fied in session 6. Based on the selection made,
• An overview of potential partners and stake- participants will develop a roadmap for the de-
holders, including: velopment of an ASDP in their country.
êê Off-takers for the selected sub-sectors • Participants are asked to develop an ASDP
êê An implementing organization roadmap for their respective countries, based
êê Service providers on earlier exercises. They are requested to de-
êê Donors velop the roadmap, following the provided
• Roadmap outline.
• Socio-economic development potential of an • The budget will be prepared in the next ses-
ASDP sion once the roadmaps are prepared.
• Recommended strategic framework : pur-
pose, objectives, activities
• Next steps / action plan
• Risk assessment
• Budget
. 45 .
Training tips
• An example from Nigeria is provided (case ASDP Roadmap
study 4)
• If certain information is not available, partici- I. Country context
pants can add the information after the train- A description of the political and
ing. socio-economic context
• The risk assessment is an important part of
this exercise and might need additional at- II. Sub-sectors
tention.
An overview of the selected sub-
Learning materials sectors, facts and figures, main
characteristics, important actors,
• Laptops
opportunities and constraints,
• Case study 4
potential for an ASDP.
• PPT presentation
Timing III. Involved actors
• 2 hour An overview of potential partners
and stakeholders, including:
A. Off-takers for the selected sub-
sectors
B. An implementing organization
C. Service providers
D. Donors
IV. Roadmap
• Development potential of an ASDP
• Recommended strategic framework
purpose, objectives, activities
• Next steps / action plan
• Risk assessment
• Budget
. 46 .
Training sessions
Case study 4a:

Roadmap for a Nigerian ASDP
Development potential of a The expected result of an ASDP would be to

Nigerian ASDP scale-out independent value chain successes to
sectorial level change and as such contribute to
Because companies are ready to invest in food increased income generation, job creation and
markets, the Federal Government of Nigeria is ultimately poverty reduction as well as develop-
very supportive to diversify its economy and ment of the Nigerian economy.
invest in the agricultural sector, and support-
ing institutions are fully ready for a market led Recommended strategic
approach. The key conclusion of the feasibility framework
mission is that it is the right time to develop a
Nigerian ASDP. Projects have already started to The purpose of a Nigerian ASDP is: “... to improve
connect lead firms (markets) to small scale farm the productivity of Nigerian smallholder farmers
suppliers. An ASDP could add value to existing and SME agribusinesses by facilitating support
initiatives by replicating good practices, devel- (training, advice, access to inputs, organization,
oping and disseminating knowledge on lessons standardization etc.) and linking up with off-tak-
learned, and institutionalizing services in the ers. Sustainability and inclusion aspects, espe-
current economic-political system. It would cially women and youth play an important role”.
benefit both off-takers, smallholder farmers,
SMEs as well as the wider economy:
Lead Firms Farmers SMEs Government

Increased quality Secured /increased Secured /increased access Increased private
access to markets to market investments in the
agri sector
Increased volumes Secured /increased Secured /increased Increased tax
income turnovers/sales income
Increased secure Increased productivity Increased (cost) efficiency increased trade
supply (less losses due to higher balance
quality and in-time
delivery)
In time delivery Access to (financial Access to (financial) GDP growth
services /support services support
Cost reductions Increased Food Increased Value added Job creation /
Security employment
Increased flexibility Increased Knowledge/ Increased Knowledge/ Increased poverty
( in local chains) capacity capacity and Food security
Improved policies/ Improved policies/ Improved policies/
government support government support government support
. 47 .
Objectives are to: • Organize the provision of services (Good Ag-

• Improve the supply of Nigerian agricultural ricultural Practice training, certification/stan-
products by farmers and SMEs towards mar- dardization of supply, access to value chain
ket quality standards; finance, organizational strengthening, infra-
structure etc.) to supply chain actors;
• Secure and offer lead firms efficient and high
quality agricultural products supply; • Advocate for improving policies in the
sub-sectors;
• Contribute to the development of the Ni-
gerian economy by developing agricultural • Develop and disseminate practical knowl-
products that can substitute imports and can edge in and cross sub-sectors;
access export markets; • Institutionalize the knowledge and services
• Contribute to sustainable development goals, through training and ultimately handing over
especially food security and poverty reduc- responsibilities to a permanent desk.
tion, through job creation and income gen- It is recommended to follow a staged approach
eration. where the programme starts working in 2
ASDP activities within the already existing Trans- sub-sectors and adds another 2-3 sub-sectors
formation Agenda include to: along the course of the programme (see the
graph below). This approach allows the pro-
• Play a facilitating role in linking up lead firms gramme to build up capacity, pilot services of
with smallholders and related support orga- the programme and improve these, and select
nizations (government and non-government) the right sub-sectors that fulfill the selection cri-
in the value chains; teria of both the Nigerian government as well
• Develop supply chain training and build ca- as UNDP.
pacity of a roster of Nigerian supply chain
consultants that are ready to facilitate the de- It is suggested to start the programme in the
velopment of supply chains; tomato and dairy sectors because of the inter-
• Develop and share full information through est of lead firms to expand, the number of small
the supply chain (through tailor made infor- scale farmers, particularly women in the sup-
mation systems) to create value chain trans- ply chains, the potential for SME development
parency at all levels; in processing. Aquaculture has not (yet) been
selected because of the lack of lead firms that
want to invest. Cassava has potential. Additional
research into interested lead firms need to take
place before a decision can be made on the fea-
sibility of this sub-sector for an ASDP.
. 48 .
Training sessions
Time: T=0Y T=1Y T=2Y T=3Y T=4Y T=5Y T=6Y
Sub sector 1: tomato

Preparation Implementation
• Developing sub- Subsector programs
sector plans • Organizing services
Sub sector 2: dairy
• Contracting Part- • Information mgmt
ners • Facilitating sub sector link-
lead firms, farmers ages
Sub sector 3:
• Training materials
• Training Consul-
tants
Sub sector 4:
• Info Systems
M&E and Known development: M&E, developing/implementing knowledge program,

platform facilitation, sector activties(eg. standard development, policy developement)
Involved actors
Implementing partner: with regards to the sus- Potential organizations are:
tainability of the ASDP it is recommended to
establish the programme in an existing national • Bank of Industry (BoI): The BoI is well estab-
service organization. ASDP staff should be work- lished in the private sector;
ing from within such an organization and, de- • Nigerian Association of Chambers of Com-
pending on the feasibility, eventually handing merce, Industry, Mines and Agriculture (NA-
over the services to this organization. Expected CCIMA): This institute is well established and
roles are displayed in the graph below. particularly high-valued by the private sector
as an relatively independent unit;
• Nigeria Incentive-Based Risk-Sharing System
for Agricultural Lending (NIRSAL): This insti-
tute is independent and private. Also it adds
value due to its role in accessing finance from
commercial banks for value chain actors;
. 49 .
• Nigerian Association of Small and Medium In-depth consultations are needed to make a
Enterprises (NASME): This institute is well re- solid decision on this. Decision criteria should
ceived by SMEs and private sector actors; include:
• Community of Agricultural Stakeholders of • ability to attract donor funding;
Nigeria (CASON), part of Nigeria Economic
• acceptability to Lead Firms as collaborators
Summit Group (NESG): CASON already works
for supplier development;
closely with the Federal Ministry of Agricul-
• effective systems and mechanisms for deliv-
ture, as a platform for government engage-
ering ASDP services;
ment with the private sector on agriculture
• ability to respond quickly to client needs;
and agribusiness development.
• being supportive to the overall objective of
sustainable and inclusive development.
Off takers: Provide market,

Communicate/inform, Train on the
job, Pay on time, Access to finance,
Access to quality inputs, Invest
UNDP CO Government
Farmers/Suppliers: Get Service providers: Provide

organized, Improve GAP, Supply (improved) services (GAP, inputs,
quality products, Respect standardization, finance, group
contracts, Communicate, Invest formation etc.)
Implementing partner: Implement

the programme, Monitor interventions,
Challenge, Suggest and innovate linkages,
Derive and share knowledge
. 50 .
Training sessions
Partners on the ground: Depending on the A Steering Committee consisting of UNDP, gov-
sub-sectors the following partners are recom- ernment, private sector and smallholder repre-
mended to start off the sub-sector programmes sentatives as well as donors and other support-
with. ers (for instance UNIDO, Nigerian Export Import
Bank, Bank of Industry or the African Business
Tomato: Lead Firm: Dangote; Farm groups: Round Table) should be established to govern
Kano state; Support organizations: IFCD (farm the programme.
support), UNIDO (infrastructure) and NIRSAL
(credits). The cost items need to be incorporated in the
eventual budget that will need to be prepared
Dairy: Lead Firm: Friesland Campina/WAMCO; for the formal ASDP project document.
Farmer groups: To be consulted; Support or-
ganizations: IFCD and IFAD (farm support) and Donors that were mentioned in the interviews
FMARD (infrastructure). and that need to be approached are:
For both sectors it is important to involve more • Bill & Melinda Gates Foundation, which is al-
lead firms and SMEs. For the M&E and knowl- ready supporting UNDP Nigeria;
edge development component the programme • DFID, which is also active in Nigeria and has a
could work with respected knowledge organi- special interest in trade development;
zations such as the Royal Tropical Institute (KIT) • IFAD, which is already supporting pro-
and/or local knowledge institutes/universities. grammes in Nigeria and is also a potential im-
plementing partner on the ground;
UNDP’s role: UNDP has a facilitating and incu-
• DGIS (Dutch embassy) which is supporting
bating role. It is mostly involved in the design
development through Dutch businesses
and incubation of the programme, collabora-
(Friesland Campina);
tion with the Nigerian government, fund raising
• UN basket funding (UNDP, UNIDO, UNCTAD
and overall coordination.
etc.);
Next to the Federal Ministry of Agriculture • Loans from African Development Bank (Proj-
(FMARD), and in particular the value chain ect Preparation Facility or Middle Income
leaders of dairy and tomato (and the other 2 Countries facility (MIC), Nigeria Export Import
sub-sectors), also the Federal Ministry of Trade Bank and/or Bank of Industry.
and Commerce and the Ministry of Finance will
play a facilitating role. FMARD’s role is providing
(extension) services, investing in infrastructure
and developing accommodating policies.
. 51 .
The Central Management/Coordination Unit Risk matrix for a Nigerian ASDP

would be funded separately from specific im-
plementation programme for which separate Risk Why
funders need to be attracted.
Farmers Many farmers are
Next steps may not be subsistence farmers that
Potential next steps being discussed for devel- committed have different interests
oping an ASDP are to: than lead firms
• Finalize consultations with potential partners

of the programme: lead firms (Nestle, Olam,
etc.), programmes (USAID Markets) and insti-
tutes (NACCIMA, NASME, CASON);
• Commit and involve national government
into the programme by consultations at min-
ister / senior level as well as executive level; Insufficient To date only little lead
• Prepare the project document with support lead firms firms invest in improving
from AFIM and KIT; for scaling- supply
• Start attracting donor funding; out existing
• Nigerian representatives to attend AFIM SDP activities
Roll-Out and Implementation Workshop.
Security In Northern regions
there are safety issues for
visiting people (including
Nigerians)
Finance There are little applied

financial products for
financing investments in
the agricultural sector
Government There is a certain level

image of mistrust by private
sector players with
regards to effectiveness
of governmental policies
including the ATA
. 52 .
Training sessions
Level Mitigation level
• Farmers need to be incorporated in designing the sub-sector programmes from

the start.
• A medium term approach is needed in which sufficient time is scheduled for sen-
sitization and capacity building.
• The programme should partner with respected support organizations in the
states (NGOs etc.).
• Lead firms need to commit themselves for a longer time.
• Services should be adapted to the users, i.e. mostly female farmers.
• Farmers could be aggregated around lead farms who will support mechanization,
facilitate extension services and guide compliance with quality standards.
• The programme should embed sensitization activities in its plan to attract lead
firms.
• The Nigerian government should invest in creating an enabling environment for
respective lead firms (particularly infrastructure investments).
• The programme should (for the time being) refrain from working in these areas
until safety can be secured.
• NIRSAL is a potentially good partner that could bring in financial capacity and
access to banks (this needs to be validated).
• Sensitization of finance providers should be part of the programme.
• The ASDP should be located in a relatively independent institute that is respected

by the private sector such as NACCIMA (this needs to be validated).
. 53 .
Session 13
Financing an ASDP
Content of the module Objective

The budget for setting up and running a multi Participants have insight in the costs of an ASDP
annual programme such as an ASDP usually and the possible funding modalities.
consists in fixed and variable costs. The total size
of the budget depends on the number of sup- Learning methodology and process
ply chain projects that will be implemented. • In plenary, participants are asked to brain-
storm about the cost items of an ASDP.
Next to funding from government, UNDP, oth-
• The facilitator lists the answers on a flipchart
er donors and the chain actors, funding should
or whiteboard.
be shared with already existing programmes on
farmer support from other organizations. Several • After the brainstorming, the facilitator hands
funding tools exist for ASDP programmes, rang- out the proposed roadmap and budget for
ing from commercial funding to public funding. the ASDP Nigeria.
With the aim of catalysing independent supplier • Provide 15 minutes to read it.
development services, the programme should • Plenary discussion.
however be commercially funded as much as • The facilitator asks participants to discuss pos-
possible. A public-private partnership model in sible ways of funding (work in pairs, 5 min-
which both public and private players contributes).
ute is therefore most suitable. In order to attract • The facilitator asks pairs to share their ideas
funding UNDP country offices should consider and notes the ideas on a flipchart or white-
the following options: board.
• The facilitator gives a PowerPoint presenta-
• Payments by users of the services of an ASDP, tion.
including suppliers and SMEs;
• Match funding of private companies: in the Training tips
Mexican and El Salvadorian programmes • Funding depends on the size of the ASDP and
companies finance 30% of the costs for con- the kind of activities that are required.
sultancy and training in their respective sup- • The facilitator can ask participants to discuss
ply chains; potential funders in their country for the se-
• Commercial funding through development- lected sub-sectors.
and commercial- banks as part of their goal to
stimulate local, national and regional (agricul- Learning materials
tural) markets; • Flipchart, markers, masking tape, whiteboard
• Public funding through national govern- • PPT presentation
ments, e.g. through ministries; • Case study 4b
• UNDP funding through Country Office or the
Regional Bureau for Africa; Timing
• Funding through other international organi- • 1 hour
sations, such as IFAD, World Bank, IFC.
. 54 .
Training sessions
Case study 4b:

Non-validated indicative figure for a Nigerian ASDP
Building blocks Cost types Cost indication

Feasibility Feasibility 25,000 USD
Preparation Developing programme document 100,000 USD
Training material development: adapting 25,000 USD
training material to Nigerian context*
Training (20) consultants 25,000 USD
Information system development: adapting 25,000 USD
forms to Nigerian context*
Management and overhead for 1 year 150,000 USD
Sub-sector off takers supply Sub-sector off takers supply chain diagnostics, 2,000,000 USD
chain activities (4 sub sectors planning and implementation programs
* 3 years) (facilitation by trained consultants, specialist
support, GAP and other training to suppliers
etc.)
Management (including monitoring) and 450,000 USD
overhead for 3 years
M&E and knowledge M&E design 15,000 USD
development
Knowledge program design 15,000 USD
Mid-term and final evaluations 50,000 USD
Knowledge program implementation 500,000 USD
(platform facilitation, developing and sharing
knowledge)
Total 3,380,000 USD
*Assumption is that programme materials from Latin America SPDs are available to this extent
. 55 .
ANNEX
© IFAD
Annex
UNDP Regional Programme on Private Sector

and Inclusive Market Development in Africa
An introduc+on to the

African Agribusiness
Programme (ASDP)

Introduc*on
3/19/2014 African Facility for Inclusive Markets (AFIM) 2
57
Session 1. Objectives of the training
• Introduce the ASDP to par*cipants, including:

– The objec*ves of an ASDP
– The benefits of the ASDP to different stakeholders
– The major underlying concepts of an ASDP
– The roles and responsibili*es of different stakeholders
– The implementa*on of an ASDP: phases
• Agree on an ac*on plan to developing an ASDP in the country.
Training programme
Introduc)on
Session 1. Introduc*on: par*cipants’ expecta*ons, objec*ves

Block A. Agriculture Supplier development programme
Session 2. An Agribusiness Supplier Development Programme
Session 4. What’s in it for….. World Café

Block B. Stakeholders’ roles and responsibili)es
Session 5. Stakeholders’ roles and responsibili*es in an ASDP
58
Annex

Session 6. Feasibility & Programme prepara*on
Session 7. A. Supply chain diagnos*cs
B. Chain analysis from a gender perspec*ve
Session 9. Supply chain implementa*on
Session 11. Monitoring and evalua*on and learning

Block D. Ac)on planning / way forward
Session 12. Towards an ASDP Roadmap

Block A. Agribusiness Supplier
59
Session 2. An African Agribusiness Supplier


Exercise: write down on cards 3 words
(one word per card) you associate with Agribusiness Supply Chain
ASDP Rationale
Agriculture contributes >60% to FAO es*mates that less than 15% of Africa’s
total arable land is under cul*va*on.
employment and >25% to GDP in SSA

Hugo Ahlenius, UNEP/GRID-‐Arendal 2006
60
Annex
ASDP Rationale (continued)
Figure XX: Risks to Agribusiness Investment in SSA

Category Examples
Political War and civil disturbance, Corruption, Expropriation, Breach of contract, Non-
honouring of sovereign obligations
Economic/Finan Credit risk, Financial risk, Currency inconvertibility, Volatile terms of trade,
cial Price risk, Illiquidity, Cost and availability of capital, Uncertainty of investment
returns, Limited availability to maintain and grow equity
Social Low education/productivity, Disease, Lack of social capital
Environmental Crop loss, Climate risks, Drought, Flood, Wind, Climate change
Source: Collection of sources in Evans School Policy Analysis and Research Group, 2010
“Eighty per cent of all farms in Sub-‐Saharan Africa are under smallholder produc9on
supplying up to 90% of the food produc9on in some countries (ASFG, Livingstone)”
ASDP Definition
“An ASDP intends to improve the produc9vity of farmers and SME
agribusiness suppliers by facilita9ng support (training, advice, access to
inputs, organiza9on, standardiza9on etc.) and linking up with off-‐takers.”
61
ASDP Objectives
• Improve the supply of agricultural products by farmers and SMEs towards
market quality standards;
• Secure and offer efficient and high quality agricultural products supply to
off-‐takers;
• Contribute to the development of the na*onal economy by developing
agricultural products that can subs*tute imports and can access export
markets;
• Contribute to sustainable development goals, including food security,
poverty reduc*on and gender equity, through job crea*on and income
genera*on.

Approach: training specialist consultants
Supplier
1
1or2
Consultants
ASDP
Client
Supplier
Supplier 4
2
Supplier
3
62
Annex
• ASDP should be in line with na*onal and regional policies;
• Availability of markets in the form of commiked off-‐takers;
• The availability of poten*al and commiked suppliers;
• Collabora*on with and integra*on of projects and/or other service suppliers;
• A suppor*ng and applied informa*on system;
• The availability of skilled consultants to support the supply chain projects;
• Commitment of the financial sector to develop suitable financial products;
• Public funding for financing the programme;
• Profitability and profit margin within the supply chain.
Exercise: Key success factors

Discuss in sub-‐groups the Kenya Soy Bean Sub-‐Sector case Study and assess
whether success factors are (using the table)

– In place
– Not in place but likely to be realized by ASDP
– Not in place and not likely to be created
– What informa*on s*ll lacks to answer the ques*ons?
63
Key success factors
Not fully in place

In Likely to be
Key success factor Not likely to be Remarks
place realised through
created
ASDP
1. ASDP should be in line with na+onal and regional policies
2. Availability of markets in the form of commiIed off-‐takers /
lead firms
3. The availability of poten+al and commiIed suppliers
4. Collabora+on with and integra+on of projects and/or other

service suppliers
5. A suppor+ng and applied informa+on system
6. The availability of skilled consultants to support the supply

chain projects
7. Commitment of the financial sector to develop suitable
financial products
8. Public funding for financing the programme
9. Profitability and profit margin within the supply chain
Session 4. What’s in it for……?
Exercise: discuss at 4 tables the

opportuni*es of an ASDP. Each Set the
CONTEXT
table discusses one specific
Cr pita E
ho SPA
stakeholder group. Aner 15

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Sources: hkp://www.theworldcafe.com"
64
Annex
What’s in it for……?
• Table 1: What are the major constraints/opportuni*es smallholder

producers are facing in accessing markets? What are the possible benefits of
an ASDP for smallholder suppliers?
• Table 2: What are the major constraints/opportuni*es SMEs are facing in
accessing markets? What are the possible benefits of an ASDP for SMEs?
• Table 3: What are the major constraints/opportuni*es off-‐takers are facing
in sourcing locally? What are the possible benefits of an ASDP for off-‐takers?
• Table 4: What are the possible benefits of an ASDP for governments?
What’s in it for…… off-takers

• Increased quality
• Increased volumes
• Increased secure supply
• In *me delivery
• Cost reduc*ons
• Increased flexibility (in local chains)
• Improved policies/government support
65
• Secured /
increased
access to
markets Programme (AASDP) Training Manual
• Increased
produc*vity
• Secured /
increased
income What’s in it for…farmers
• Increased
food security • Secured /increased access to markets
• Access to • Increased produc*vity
(financial) • Secured / increased income
• Increased food security
services/ • Access to (financial) services/support
support • Increased knowledge/capacity
• Increased • Improved policies/government support
knowledge/
capacity
• Improved
policies/
government
support
What’s in it for……. SMEs
• Secured /increased access to markets

• Secured / increased turnovers/sales
• Increased (cost) efficiency (less losses due to higher quality and in-‐*me delivery)
• Access to (financial) services/support
• Increased value added
• Increased knowledge/capacity
• Improved policies/government support
66
Annex
What’s in it for……. the Government
• Increased private investments in the agribusiness sector

• Increased tax income
• Increased trade balance
• GDP growth
• Job crea*on / employment
• Decreased poverty and improved food security

Block B. Stakeholders’ roles and
responsibili+es

67
Session 5. Stakeholders’ roles and responsibilities
Off-‐takers

UNDP CO Government
Implemen*ng
partner
Farmers / Service
Suppliers providers
Exercise: functions
In groups of 6, akribute each card (func*on) to one of the following
stakeholder:

– Small suppliers (producers) and SMEs
– Off-‐takers
– Service providers
– Implemen*ng partner
– Government
– UNDP CO

Are there any other func*ons you could think of?
68
Annex
Off-takers

Provide market
Communicate
Inform
Train on the job
Pay in *me
Access to finance
Access to quality inputs
Invest

Service providers
Provide
(improved) services

(GAP, inputs, standardiza*on,
finance, group forma*on, ICT
etc.)

69
Farmers / suppliers

Get organised
Improve prac*ces
Supply quality products
Respect contracts
Communicate
Invest

Implementing partner
-‐ Implement the programme

-‐ Monitor interven*ons
-‐ Challenge, suggest and
innovate linkages
-‐ Derive and share
informa*on
and knowledge
70
Annex
Government role
-‐ Provide data

-‐ Par*cipate in discussions
-‐ Access the right people and other (semi-‐) public and private
organiza*ons for support
-‐ Research finance op*ons (own budget / nego*a*ng with others)
-‐ Ac*vely par*cipate by crea*ng an enabling environment for agribusiness
supply development:
-‐ improve and implement public services and policies
-‐ invest in public goods (infrastructure, water, electricity etc.)
UNDP CO
-‐ Broker rela*ons between key actors of an ASDP

-‐ Involve key government partner in developing an ASDP
-‐ Ensure synergy between na*onal policies and ASDP
-‐ Align the country ASDP with regional UN ambi*ons and programmes;
-‐ Involve and commit off-‐takers
-‐ Involve NGO partners and exis*ng local private sector service providers
for farm support
-‐ Involve finance organiza*ons including commercial banks;
-‐ Akract donor funding
-‐ Monitor progress and integrate learning
71
Roles of an implementing partner per programme

phase
Programme phases Role of implemen+ng partner
1.Feasibility -
2.Programme Prepare the programme including the finaliza*on
prepara+ons of the programme document, select support staff
(including consultants) and make all other
prepara*ons in order to start the programme.
3. Supply chain Hire consultants for doing the analysis; Coordinate
diagnos+cs and monitor research conducted by consultants
4. Supply chain planning Monitor supply chain project plans; Contract off-‐
takers and suppliers and other partners.
Roles of an implementing partner in the ASDP

programme
Programme phases Role of implemen+ng partner

5. Implementa+on Monitor progress of the implementa*on of the
supply chain projects; Encourage coopera*on
among chain actors; Learning in and between
projects.

6. M&E and impact Monitor all stages of the programme and
measurement coordinate external evalua*on.
7. Programme phase-‐out Ensure follow up to the programme, by handing it
over to a suitable party.
72
Annex
Required Skills for Implementing Partners
• Project management skills:

– Planning,
– M&E
– Logis*cs
– Repor*ng
– Budge*ng
– Human resources management
• Contents knowledge on supply chain development
The implementing ASDP team
Programme director: responsible for achieving

promised outputs and outcomes within budgets
Accountant: managing Programme assistance (administra*on

financial flows and logis*cs): organizing logis*cs,
rela*on management etc.
Supply chain development

Supply chain development
expert 1: coordina*ng and expert 2: coordina*ng and
steering the implementa*on steering the implementa*on
of the programme’s ac*vi*es of the programme’s ac*vi*es

73
Approach: specialized consultants per client
Supplier
1
1or2
Consultants
ASDP
Client
Supplier
Supplier 4
2
Supplier
3

74
Annex
Session 6. Feasibility
M&E & Learning
Supply chain ac*vi*es
1. Feasi-‐
-‐ 2. Pre-‐ 3. Diag-‐ 4. Plan-‐ 5 Imple-‐ 6. Phasing
bility para*on nos*cs ning menta*on out
Feasibility
Ac+vity Milestone
Government consulta*ons Pre-‐selected poten*al sub-‐sectors in
line with governmental policies and
UNDP objec*ves

Shortlis*ng poten*al sub-‐sectors Commitment from na*onal
government partners

Feasibility study in a country ASDP for Feasibility report and roadmap for
shortlisted sub-‐sectors sesng up an ASDP

75
Exercise: selecting a commodity sector

Discuss in groups :

Which commodi*es are suitable for developing an
Agribusiness Supplier Development Programme?
(use table next slide)
1) List criteria for selec*ng commodity sectors

2) Describe each criteria (what, how, why)
3) Write * beside the criteria you think are most important
4) How well does the criteria fit sectors? EXCELLENT, OK, POOR
Criteria Descrip*on Value chain 1 Value chain 2

* Poten*al to ….. EXCELLENT …
engage with lead
firms
* Poten*al for lead OK …
firms to engage
with small holders
Criteria 3…
Criteria 4…
76
Annex
Programme preparation
M&E & Learning
1. Feasi-‐
Programme preparations
Ac+vity Milestone
Development of a programme Na*onal ASDP programme plan in
document and strategy place
Selec*on of an implemen*ng partner Implemen*ng partner in place
Development of programme systems Adapted informa*on system and

related training materials in place
Training and selec*on of supply chain Base of trained supply chain
consultants consultants
Commisng off-‐takers and other key Commitment of off-‐takers and other
partners key partners (formalized through an
LoI)
77
Session 7A. Supply chain diagnostics
M&E & Learning
1. Feasi-‐
Supply chain diagnostics
Ac+vity Milestone
Analysing constraints and opportuni*es Pre-‐selected poten*al sub-‐sectors in
based on value chain analysis, line with governmental policies and
Livelihoods analysis (including UNDP objec*ves
environment condi*ons), Gender
analysis

Repor*ng constraints and All required forms for the informa*on
opportuni*es in off-‐takers’ chains system filled in/accepted (indica*ng
constraints and opportuni*es for an
ASDP)

78
Annex
Objectives of supply chain mapping
To iden*fy and understand:

• the physical flow of goods
• the price structure of these goods
• the (power) rela*ons between chain actors
• exis*ng markets
• available resources
• opportuni*es and constraints for chain development and actor
empowerment
Value chain components
Functions: Producers Processors Manufacturers / exporters
Land Steaming Selection

Chain operations: preparation Drying Grading
Tree planting Grading Packing
Pruning Peeling Export
Pest and Selection
disease control
Harvesting
Marketing raw
Chain actors
1000 farmers 10 small scale units, 1 medium scale factory

Sales price App. 100 workers Offering 20% premium price
3.24 Euro/kg for dried peanuts
Chain supporters: Service providers: Government support:

training, micro credits, Cashew promotion
technical assistance Source: KIT, Value Chain Training 2008
79
Value chain mapping
Supply chain diagnostics
• Func*onal analysis: descrip*on of the different func*ons and technical

opera*ons in a chain;
• Actor analysis: specifica*on of the main actors in the chain and their
rela*ons;
• Drawing the chain map;
• Iden*fica*on and analysis of boklenecks in the chain with regards to
technical issues, organiza*onal issues as well as access to services.
80
Annex
Chain mapping – group exercise
For the selected sub-‐sectors / commodi*es:

• What are the different func*ons and technical opera*ons in the selected
value chain (func*onal analysis) ? (list)
• Who are the main actors in the chain what are their rela*ons (list)?
• Draw the chain map
• Iden*fica*on and analysis of boklenecks in the chain with regards to
technical issues, organiza*onal issues as well as access to services.
Session 7B. Gender mapping objectives
• To gain a gender-‐sensi*ve picture of the value chain, the actors involved and
the percentages of men and women in each segment.
• To gain insight into the differences between men and women in terms of
their ac*vi*es, and their access to and control over resources.
• To iden*fy opportuni*es for women to upgrade their posi*on.
• To iden*fy constraints and opportuni*es for women to par*cipate in the
value chain as well as analyse differences in power in the value chain
governance.
81
Analysing the chain from a gender perspective
• Make invisible women stakeholders visible by pusng coloured cards on
the actor mapping.
• Ac*vity mapping: iden*fy which ac*vi*es in the value chain are done by
men, and which by women? Give special emphasis to ac*vi*es that
generate value or improve quality.
• Iden*fy opportuni*es and constraints for women.
M&E & Learning
1. Feasi-‐
82
Annex
Supply chain development planning
Ac+vity Milestone
Selec*ng strategies and business Clear strategy/business model for the
models respec*ve supply chain
Developing implementa*on plans Validated/approved supply chain
including interven*ons: development plans
-‐ *ming
-‐ responsibili*es
-‐ required extra investments
-‐ milestones
Sesng up and signing chain Signed chain partnership agreements
partnership agreements aiming at between suppliers, off-‐takers and
sesng up/improving supply chain other support organiza*ons (NGOs,
rela*ons
banks etc.).
Key functions of the programme
Organizing Sharing Facilita*ng Policy

support informa*on linkages advice
Cross Sector Learning
83
Key functions of the programme
• Organizing support for suppliers (with specialized consultants): e.g. access

to inputs, advisory services on GAP, access to finance, organiza*on of
producers, management training, Business Development Services, …
• Sharing supply chain informa+on throughout the chain (market informa*on

through applied IT systems),
• Facilita+ng linkages: selec*on of upgrading strategy and business models,

contrac*ng,…
• Policy Advice: crea*ng an enabling environment: favorable policies and

investment climate, market regula*on, taxa*on,…. )
Planning exercise

Based on the results of the Supply Chain Diagnos*c exercise (constraints and
opportuni*es), in the same sub-‐groups:

Iden*fy ac*ons that could be ini*ated to enhance the supply chain, i.e. to
ensure markets for smallholders and to ensure supply to Lead Firms.
84
Annex
Activity planning
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Organizing Sharing Facilita*ng Policy

support informa*on linkages advice
Session 9. Supply Chain Implementation
M&E & Learning
1. Feasi-‐
85
Supply chain development implementation
Ac+vity Milestone

Carrying out interven*ons Interven*ons successfully
implemented (Milestones defined in
Supply chain development plans)

Implementation exercise
Iden*fy ac*ons in the case study that were ini*ated to enhance the supply
chain (similar to the previous sessions).
86
Annex
M&E & Learning
1. Feasi-‐
Phasing out
Ac+vity Milestone

Developing and implemen*ng phasing Phasing-‐out strategies at supply chain
out strategies for the supply chain level in place
projects and eventually the ASDP
programme Phasing-‐out strategy at programme
level in place
87
Phasing-out exercise
Answer the following ques*ons in couples:

– When can a programme phase-‐out from a specific ASDP project?
– When can an ASDP be closed?
Phasing out
Sustained
Impact

Sustainable Supply
Chains

Enabling environment
Sustained service Sustained
Sustained
delivery supply demand
Sustained Sustained Sustained Sustained

resources capacities motivation linkages
88
Annex
Elements of a phasing out strategy
• Specific criteria for exit

• Specific and measurable indicators for assessing progress toward mee*ng
the criteria. By pusng a number to the indicators targets are set
• Iden*fica*on of ac*on steps to reach the stated criteria and of the
responsible par*es to take those steps
• A *me line, recognizing that the *me line, especially in early stages, needs
some flexibility
• Mechanisms for periodic assessment of progress toward the criteria for exit
and for possible modifica*on of the exit plan.
Session 11. M&E and Learning
M&E & Learning
1. Feasi-‐
89
Milestones: Monitoring, Evaluation and learning
Ac+vity Milestone
Informing stakeholder on progress on Annual progress reports of the
the development and the programme and projects
implementa*on of the ASDP

Informing stakeholders on Mid-‐term and impact evalua*ons
achievements of the ASDP (outcomes
and impact)
Cross-‐sectoral learning Learning products developed and

shared
M&E exercise
Read the case study, reflect on the 3 situa*ons (1 per group) and answer the
following ques*ons:
• What are the implica*ons for farmers?

• What are the implica*ons for off-‐takers?
• Who is bearing the risk?
• What solu*ons would you propose?
• How could you prevent a situa*on like this?
• What are the related indicators that require monitoring?
90
Annex
Over-production
• In order not to harm rela*ons with the farmers, SLBL decided to buy the
overproduc*on.
• In subsequent years this problem was solved by introducing produc*on
quotas.
• Memoranda of Understandings are now signed on quotas for the nucleus
farmers.
• The lesson learned is to clearly manage and communicate required volumes.
• This almost made the project fail and raised costs for SLBL.
Monopoly situation
• There is no real alterna*ve market yet.

• This created risks for both the farmers and SLBL.
• For the farmers it is risky since they are dependent on SLBL as the only buyer
and price seker for sorghum.
• If SLBL is unable to buy all the produce, the rela*onship with farmers will be
harmed.
• The only thing SLBL can do is to clearly communicate about price sesng,
make clear agreements on volumes, and offer a compe**ve price.
91
Power of nucleus farmers
• It is in SLBL’s interest to make sure all farmers benefit, not only to secure
supply but also for the social drivers of local sourcing.
• SLBL now checks the prices that out-‐growers receive, and makes sure they
benefit substan*ally from producing sorghum.
• Nucleus farmers receive a set price they have to pay the out-‐growers, and
this is monitored by SLBL staff.
Session 12. Towards an ASDP Roadmap (1)
I. Country context (a descrip*on of the poli*cal and socio-‐economic

context)
II. Sub-‐sectors: an overview of the selected sub-‐sectors, facts and figures,
main characteris*cs, important actors, opportuni*es and constraints,
poten*al for an ASDP.
III. An overview of poten*al partners and stakeholders, including:
• Off-‐takers for the selected sub-‐sectors
• An implemen*ng organiza*on
• Service providers
• Donors
92
Annex
Session 12. Towards an ASDP Roadmap (2)
IV. Roadmap
• Socio-‐economic development poten*al of an ASDP
• Recommended strategic framework: purpose, objec*ves, ac*vi*es
• Next steps / ac*on plan
• Risk assessment
• Budget
Exercise:
• In plenary: brainstorm about the cost items of an ASDP.
• Read the case study
• Par*cipants discuss possible ways of funding (work in couples, 5 minutes).
93
Funding mechanisms
Possible mechanisms for funding:

-‐ Private / commercial funding
-‐ Public funding
-‐ The programme should however be commercially funded as much as
possible.
-‐ A public-‐private partnership model in which both public and private players
contribute is onen most suitable
Thank you!
94
Copyright © 2013/2014
United Nations Development Programme

Africa Regional Service Centre
Addis Ababa, Ethiopia
All rights reserved. No part of this publication

may be reproduced, stored in a retrieval system or
transmitted, in any form by any means, electronic,
mechanical, photocopying or otherwise, without
prior permission of UNDP.
The views and recommendations expressed in this

report do not necessarily represent those of the
UN, UNDP or their Member States. The boundaries
and names shown and the designations used on
the maps do not imply official endorsement or
acceptance by the United Nations.
For more information see:

www.undp.org/africa/privatesector
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AFRICAN AGRIBUSINESS SUPPLIER

DEVELOPMENT PROGRAMME (AASDP)

Toolkit and Training Material Authors:

The African Agribusiness

Woman farmer collecting her harvested sweet potatoes

In November 2010, UNDP launched a strategic, regional private sec-

As part of its mandate, UNDP AFIM, had developed an Agribusiness

This complementary training manual will be What is in the training manual?

Fig. 1. Programme phases

Who is this training for? The learning approach

The Trainer a.k.a. the Facilitator Structure of a learning activity

Below is an example of ASDP training programme. The training consists of 13

Block A. African Agriculture Supplier Development Programme

Block B. Stakeholders’ roles and responsibilities

Block C. Phases of an ASDP

Block D. Action planning / way forward

Content of the module, • After two minutes a round of introduction will

Content of the session Objectives

Option 2 (in case of more than 30 participants) Training tips

• In plenary, the facilitator summarizes the re- Timing:

Content of the session • The facilitator asks participants to discuss in

Key success factor In place Not fully in place

Likely to be realized Not likely to be

ASDP should be in line with

Availability of markets in the

The availability of potential

Collaboration with and

A supporting and applied

The availability of skilled consultants

Commitment of the financial

Public funding for

Profitability and profit margin within

• Ask groups to present their tables in plenary

As part of its mandate, UNDP AFIM, has devel-

of supporting UNDP Country Offices (COs) in

Sub-Saharan Africa and their respective govern-

the ment partners to develop and establish national

different stakeholder groups are clear to partic-

Table 4: What are the possible benefits of an Training tips

Content of the module • Each group is asked to attribute each card

Get organized / form groups Improve production methods (GAP)

Commit to and honour contract

Communicate and exchange constant

Communicate with suppliers about quality

Provide constant training on Good

Support access to finance (pre-finance,

Develop programme systems, including an Monitor the implementation of supply

Ensure that the contractual agreements

Creating a technical assistance base

Ensure that the environment is protected Training

Align the country ASDP with national and

Involve NGO partners and existing

Involving finance organizations, including Monitoring progress and integrating

Provide (improved) services Provide advise related to GAP

Provide quality agricultural inputs Standardization

Group formation Organizational strengthening

Participating in discussions Providing data

Invest in public goods (infrastructure, water, Improving and implementing public

Creating an enabling environment for

Hugo Ahlenius, UNEP/GRID-‐Arendal 2006