– 2nd year junior school level in the 30 Family Farm Schools (FFS)
– CAP level in the three Training Institutes for Rural Entrepreneurship (IFER)

The Family Farm Schools – Train the Rural Youth for Careers in Agriculture – © 2012

I returned to my studies at IFERA after leaving school in the 2nd year of junior school. I really enjoyed this course because it includes many internships which allowed me to learn practical skills in the field. I specialized in laying hens and since graduation I have been managing a farm that breeds broiler hens, laying hens, sheep and goats. I am also thinking about developing vegetable crops.″

Arthur Martial AKE GBEOCHO

Graduate of the first year group of IFERA 2016 in the Ivory Coast


Training young people in careers in agriculture

The action of the agricultural training programs in Cameroon, the Ivory Coast and the Democratic Republic of the Congo faces three major challenges: although they have a strong agricultural potential, these three countries are characterized by high levelsof poverty in rural areas. Yong people are particularly affected and generally only have access to unstable and poorly paid jobs. The main cause of professional integration difficulties among young people in rural areas stems from the fact that the school education and vocational training offering is not adapted to the needs of local economies and the expectations of young people. Consequently, they tend to leave the education system at an early age and find themselves on the labor market without any real qualifications. In order to deal with this problem, the IECD and its partners are developing a network of dual-apprenticeship agricultural schools in Cameroon, Ivory Coast and DRC in order to offer vocational training adapted to young people from 13 to 25 years. Thus, 30 Family Farm Schools (FFS) offer one to three years of training at 1st and 2nd year junior school level and 3 Training Institutes for Rural Entrepreneurship (IFER) offer a two to three-year CAP level course in agriculture.


The training proposed is based on a part-time teaching syllabus, active instruction that places young people at the heart of the training. They discover the agricultural entrepreneur profession through 2 to 4-week periods of work placements. Then, they share their knowledge when they return to school via a so-called “pooling” session and complete their knowledge with theoretical classes, study visits and practical work in the school’s vegetable gardens and educational breeding workshops. Finally, the trainers invite local agricultural entrepreneurs and representatives from agricultural companies to take part in the training through interventions in their sector or profession.

This constant interaction between practice and theory enables the rapid and effective assimilation of notions. The end of each school year offers the opportunity for a review: students are evaluated by means of a skills-based approach (APC) and the exam is completed by an oral exam or a final exam for final year students. At the FFS, this project is called MPE – “Ma Première Entreprise” (My First Enterprise).

Finally, the schools mobilize agricultural entrepreneurs and parents throughout the course and organize ½-day or 1-day modular training on innovative farming and breeding techniques.

2017 Results:

  • 786 young people trained in 2016-2017, of which 658 in FFS and 128 in IFER.
  • 86% of young people are working and 9% are continuing their studies after their training.
  • 75% of former students are able to meet their daily needs.
  • 1,267 entrepreneurs and parents trained in innovative farming techniques (1/2 to 1-day modular training).