Factors affecting cotton supply at the farm level in Metema District of Ethiopia

Current available records show that Ethiopia is receiving negligible benefits from its cotton and textile products export partly on account of low production at the farm level. Our objective was to study factors responsible for the low production. The factors affecting farm level marketable supply of cotton were analyzed using Robust OLS regression analysis. Results showed that size of land allocated for cotton, productivity per hectare and access to credit were significant factors affecting farm level marketable cotton supply. Based on the study, policy interventions required to increase the supply of cotton were suggeste

Structure-Conduct-Performance of Cotton Market: The Case of Metema District, Ethiopia

The efficiency of cotton market chain that can have great influence on farm level supply of marketable cotton was evaluated for Metema District of Ethiopia, using structure-conduct-performance approach. Market concentration ratio (CR4) at District level was 49.76 percent and there were observed barriers to entry into the cotton market. These structural characteristics indicate oligopolistic structure of cotton market at the District level. Cotton market at ginneries and textile factories were highly oligopolized by two ginneries and three textile factories. Buying, selling, and pricing strategies, which are indicators of market conduct showed deviation of cotton market from competitive market norms. The performance of cotton market chain analyzed using Marketing Margins supplemented with analysis of costs incurred and gross profits generated for different market chain actors, showed poor performance of the chain. In the chain farmers are the most disadvantaged chain actor

Institutional capacity for health systems research in East and Central Africa schools of public health: enhancing capacity to design and implement teaching programs

BACKGROUND: The role of health systems research (HSR) in informing and guiding national programs and policies has been increasingly recognized. Yet, many universities in sub-Saharan African countries have relatively limited capacity to teach HSR. Seven schools of public health (SPHs) in East and Central Africa undertook an HSR institutional capacity assessment, which included a review of current HSR teaching programs. This study determines the extent to which SPHs are engaged in teaching HSR-relevant courses and assessing their capacities to effectively design and implement HSR curricula whose graduates are equipped to address HSR needs while helping to strengthen public health policy. METHODS: This study used a cross-sectional study design employing both quantitative and qualitative approaches. An organizational profile tool was administered to senior staff across the seven SPHs to assess existing teaching programs. A self-assessment tool included nine questions relevant to teaching capacity for HSR curricula. The analysis triangulates the data, with reflections on the responses from within and across the seven SPHs. Proportions and average of values from the Likert scale are compared to determine strengths and weaknesses, while themes relevant to the objectives are identified and clustered to elicit in-depth interpretation. RESULTS: None of the SPHs offer an HSR-specific degree program; however, all seven offer courses in the Master of Public Health (MPH) degree that are relevant to HSR. The general MPH curricula partially embrace principles of competency-based education. Different strengths in curricula design and staff interest in HSR at each SPH were exhibited but a number of common constraints were identified, including out-of-date curricula, face-to-face delivery approaches, inadequate staff competencies, and limited access to materials. Opportunities to align health system priorities to teaching programs include existing networks. CONCLUSIONS: Each SPH has key strengths that can be leveraged to design and implement HSR teaching curricula. We propose networking for standardizing HSR curricula competencies, institutionalizing sharing of teaching resources, creating an HSR eLearning platform to expand access, regularly reviewing HSR teaching content to infuse competency-based approaches, and strengthening staff capacity to deliver such curricula.DFI