��ɫֱ��

The Kenya Blue Economy Skills Training, KBEST-11: Mombasa County joins Kisauni Vocational Training Centre and Mtongwe Vocational Training Centre together with ��ɫֱ�� Faculty of Agriculture (Dal AC), College of North Atlantic and North Island College to build skills in Kenya’s workforce that are needed to establish the country as a competitive presence in the global blue economy. More specifically, KBEST-11 will enhance the capacity of two Mombasa County VTCs to deliver skills training programs in tourism and hospitality and the marine sector that meet international standards and respond to the needs of industry. Funded by the Government of Canada and administered by Colleges and Institutes Canada, this four-year project will engage all institutional partners in pedagogical, technical and equipment trainings, strengthening the capacity of the VTCs to deliver the new gender-sensitive blue economy programs.

The Canadian International Development Scholarships 2030 (BCDI 2030)

is a unique international development program that leverages higher education to strengthen social and economic development in 26 eligible Francophonie and Commonwealth countries, as well as other Small Island Developing States.

Funded by Global Affairs Canada, this eight-year program provides participants with high-quality, inclusive education and technical and professional training. It is tailored to the needs of partner countries, with a focus on priority areas related to the United Nations’ Sustainable Development Goals (SDGs). The program’s overarching goal is to address inequality, resulting in improvements in the lives of participants and their communities.

BCDI 2030 aims to ensure that women and men have inclusive and equitable access to a wide range of learning opportunities.��

��ɫֱ��’s project

, five students who have completed a three-year Diploma program in Agriculture and related fields at Kenya’s Meru University of Science and Technology (MUST) will enroll in a two-year Bachelor of Technology (B.Tech) program at ��ɫֱ��, specializing in agribusiness, value addition, and agri-processing.

The goal of strengthening this group of diploma graduates is to equip them with advanced skills, enabling them to pursue further graduate studies at MUST and/or take on key roles in new value-addition training programs. These programs are being developed collaboratively by MUST, ��ɫֱ�� and Kenya’s Ministries of Education and Agriculture, along with the Technical and Vocational Education and Training (TVET) Authority.

By providing education in agri-processing, the project aims to build technical expertise, enhance productivity, and foster research and innovation to address food security challenges in Kenya.��

Selection process

Candidates from MUST submit applications to Dal AC International, which are then evaluated by a selection committee comprised of faculty from MUST and ��ɫֱ��. Members of this committee attended a training session to support the integration of an inclusive, gender-sensitive approach to the selection of BCDI 2030 scholarship recipients. This training, offered by the CICan/UnivCan consortium, aimed to promote equal opportunities and ensure that applications from women and people from marginalized groups are analyzed fairly. The selection committee will then evaluate candidates through both their applications and a thorough interview process, and will finally reach the decision to offer the top 5 candidates the BCDI 2030 Scholarship.

What's Next for BCDI at Dal?

The BCDI selection committee has now selected 5 talented students from MUST to receive the BCDI 2030 Scholarship and participate in the B.Tech program at ��ɫֱ��'s Agricultural Campus in Truro. We look forward to welcoming three students this coming September 2025, and two more September 2026. Stay tuned to learn more about our incoming BCDI 2030 recipients journeys here in Canada and at Dal!��

��ɫֱ�� Faculty of Agriculture partnered with Algonquin College on two projects to support the strengthening of skills-based education in Saint Lucia and Dominica.�� Funded by Colleges and Institutes Canada (CICan) these focused on climate-smart crop production in Saint Lucia (SAGE-06, lead by ��ɫֱ��) and climate-resilient construction in Dominica (SAGE-02, lead by Algonquin College). In addition to curriculum development, these projects also prioritized student success, gender equality and recruiting and retaining students from vulnerable and underserved populations. These projects brought together faculty and staff from Canadian partner institutions to work with their counterparts from Saint Lucia and Dominica between 2020-2023, and included exciting mobility opportunities for ��ɫֱ�� students!

Project highlights:

07 Jul 2023: ��
Supported by Dal AC and the SAGE project, second year BSc student Jessica Larsen completed a work abroad experience in St. Lucia, working with our project partners!��
��

18 Jan 2022:��
Congratulations to our friends, colleagues and students at CALLS (Centre where Adolescents Learn to Love and Serve)! ��ɫֱ�� Faculty of Agriculture is providing guidance and support to CALLS within the Skills to Access the Green Economy in Dominica (SAGE-02) project. Algonquin College is the lead Canadian partner in SAGE-02, establishing climate-resilient construction programs at CALLS and Dominica State College (DSC) and ��ɫֱ�� is supporting the Dominican partners to strengthen the student success components of the new programs.

Uganda Skills Development Project (USDP)

Background

Agriculture is the most important sector in the Ugandan economy but suffers from inefficiencies and considerable post-harvest loss. There are large skills gaps between trained graduates and labour market demands, particularly in the sub-sectors of agri-processing and post-harvest management. Agricultural Technical and Vocational Education and Training (ATVET) curriculum has been developed to resolve this insufficient alignment between graduates and industry

Description

USDP is a World-Bank funded project (2017-2021) developed to enhance the capacity of Bukalasa Agricultural College (BAC) and junior vocational institutes to deliver high quality, demand-driven training programs in the agricultural sector. ��ɫֱ�� has been contracted as a twinning institution to support the development of BAC as a Centre of Excellence in Agricultural instruction in Uganda. These twinning activities include developing new national occupational standards, institutional development policies and a new curriculum based in pedagogy of Competency Based Education and Training (CBET).��
��
The new CBET curriculum at BAC is a two-year diploma program focused on the following areas

• Livestock Production and Business Management
• Crop Production and Business Management
• Agri-Processing and Business Management

Quick facts

Primary goal: ��
To enhance the capacity of Bukalasa Agricultural College to deliver quality skills-based instruction, producing competent graduates who possess the necessary skills and knowledge required by the labour market.��

Focus��
Bukalasa Agricultural College (twinning partner); Ssese Farm Institute, Kaberamaido Technical Institute, Rwentanga Farm Institute (vocational training institutes).

Funding��
The project is funded by the World Bank, and ��ɫֱ�� has been contracted by Uganda’s Ministry of Education and Sport to achieve the project objectives.

Length of project��
4+ years (including inception mission, extenion and wrap-up), from 2017 to 2023.

Expected results��
Development and use of new CBET curriculum, with cross-cutting themes of entrepreneurship, business management and gender equality. Increased capacity at the twinning partner in a variety of areas, including human resource management, strategic planning, gender mainstreaming, entrepreneurship and industry engagement.�� There will also be increased instructor development and training, and improved infrastructure, library and laboratory facilities.

View the [PDF – 2.3MB]

Official project launch

Other media:��
From Truro to Bukalasa

Led by:�� International, ��ɫֱ�� Faculty of Agriculture

Contact: ��
David Parks, Project Coordinator, International (Truro)

Agricultural Transformation Through Stronger Vocational Education

The challenge

Food insecurity has been a serious problem in Ethiopia for decades. Since 2007, Ethiopia has achieved strong economic growth, making it one of the highest performing economies in sub-Saharan Africa. Yet it remains one of the world’s least developed countries. Ethiopia’s economy is dependent on agriculture, which contributes 45 percent of the GDP and 90 percent of exports. However, just five percent of land is irrigated, and crop yields from small farms are below regional averages. Market linkages are weak, and the use of improved seeds remains limited. Despite these challenges, agriculture-led economic growth that is related to improved livelihoods and communities can become a long-lasting solution to Ethiopia’s food insecurity and chronic poverty.

��ɫֱ��’s role

To combat this situation, experts from ��ɫֱ��’s Faculty of Agriculture are helping Ethiopia reshape agricultural education, improving production, strengthening communities and helping the country not just survive, but thrive in the 21st century global food economy, recognizing that education is the key to initiating change.

Description��

ATTSVE, one of the largest international development projects ever awarded to a Canadian university, is helping to evolve the country’s agricultural practices and education beyond its subsistence-based foundation towards a market-focused system.

Aim

The project will better support not only the economic strength of the country and its citizens, but also the ATVETs as they continue to strengthen their role as�� reputable providers of modular certificate training and customized short-course trainings that meet the unique needs of farmers, rural youth, women, agri-industry and broader rural communities.

��Focus: Four colleges: Maichew (Tigray region) Nejo (Oromia region), Woreta (Amhara region) and Wolaita Soddo (SNNPR)

��Funding: The project was funded by Global Affairs Canada and their contribution to the project is approximately $18 million CAD.

��Timeline: 2014 to 2022.

Impact

Below are a collection of Case Studies highlighting the work on ATTSVE on achieving different project outcomes over the past 8 years.

[PDF – 425KB]

[PDF – 246KB]

Increasing the capacity of ATVETs to deliver high quality education

Through the work of ��ɫֱ�� and project partner staff�� procuring and transporting over $3M of equipment and facility upgrades, all four target communities are benefitting from access to improved facilities on their ATVET campuses; infrastructure allowing consistent access to the internet allows connection with the wider world, and smart classrooms are being used to enrich teaching practices.

Increasing the capacity of ATVET instructors to teach effectively��

The ATTSVE project, through the work of 97 Canadian and Ethiopian implementing partner staff, has provided 1801 hours across 49 trainings and workshops over six years to 1352 ATVET instructors and staff across Ethiopia. Trainers develop modern interactive training sessions in pedagogical methods, technical subjects, business management, gender mainstreaming and strategic planning and create user-friendly manuals/online modules and a training cascading plans so that information is available to all on the campus and to new staff upon arrival.

New Agriculture curricula being used across Ethiopia��

One of ATTSVE’s most crucial achievements, especially in the view of the Ethiopian Ministries of Agriculture, and Science and Higher Education, was spearheading the development of a National standardized curriculum focused on new Occupation standards and modern Agricultural curriculum for all of Ethiopia. The curriculum is now being used in almost every ATVET in Ethiopia, by over 15,000 students each year.

Gender transformative approaches��

Economic and social success are limited without focusing on women as key practitioners of change in Ethiopia’s transforming economy. ATTSVE is forwarding thinking on gender transformative approaches, including leadership, networking, and mentoring for students and staff.

New agricultural businesses��

ATTSVE has supported over 400 graduating students to develop their own agricultural businesses in a range of industries including poultry, cooking oil production, juice processing and dairy.

Projects like this bring us together to face our challenges together.�� Agriculture is a global industry, and we are a global community." Dr. David Gray, Dean, ��ɫֱ�� Faculty of Agriculture

Quick facts

Primary goal: To increase the supply of male and female graduates from the selected ATVET colleges who have the necessary skills and knowledge required by the labour market, to develop the commercial agriculture sector in Ethiopia. The Faculty of Agriculture and other implementing partners will use their expertise in applied learning models to support Ethiopian instructors in delivering education programs aligned with the country’s national priorities.��
��
Focus: Four colleges: Maichew (Tigray region) Nejo (Oromia region), Woreta (Amhara region) and Wolaita Soddo (SNNPR)

Funding: The project was funded by the Government of Canada through the Department of Foreign Affairs, Trade and Development (DFATD) and their contribution to the project was approximately $18 million CAD.

Length of Project: 5 and 1/2 years (including inception mission and wrap-up), from March 2014 to December 2019.

Expected Results: Increased capacity at the ATVET colleges in a variety of areas, including strategic planning, gender mainstreaming, environmental management, business development and income generation.�� There will also be increased instructor development and training, new curriculum, more opportunities for institutional networking and partnerships, and improved infrastructure, ICT, library and laboratory facilities. There will also be increased relationships between Ethiopia and Canada research collaboration opportunities, a special topics course and student internship opportunities in Ethiopia.

Post Harvest Managment to Improve Livelihoods 2008-2017

Agriculture is the driving force of the Ethiopian economy, accounting for 90 per cent of foreign export earnings and 85 per cent of employment. The difficulty is that post-harvest losses are extremely high, ranging from 20-70 per cent depending on the crop.��

The Post-Harvest Management to Improve Livelihoods Project (PHMIL) focused on reducing post-harvest losses, adding value to existing products, utilizing waste products, monitoring quality and improving products to maintain nutritional quality and achieve export-level standards.

The Faculty of Agriculture partnered with the Jimma University College of Agriculture and Veterinary Medicine (JUCAVM) to train instructors in post-harvest management and value-added agriculture techniques.

We also helped develop BSc and MSc programs, improve library and laboratory facilities and establish a network of universities, industries, government and community groups with expertise and interest in the development of improved post-harvest systems. Further information about the Post-Harvest Management Department, its facilities and academic programs available in this [PDF – 539KB].

Post-harvest technologies developed through graduate student and facultyresearch was shared with farmers via demonstration sites and a community-based education program.

PHM Resources and Guides

The PHMIL project has developed the following guides and resources which are available for your use:��

(pdf 652 KB)��
This guide will be of use to Instructors at a University level in Ethiopia��
��
��
(pdf 62MB)��
This guide will be of use to Development Agents and Agricultural Offices in Ethiopia��
��
(pdf 2.2 MB)��
The guide and dvd can be used as a teaching resource in Ethiopia and Canada to help understand the gendered role of Agricultural production in Ethiopia.

.

Funding����

As a Tier 1 project of the University Partnerships in Cooperation and Development Program, the Post-Harvest Management to Improve Livelihoods Project was funded by the through the

Other contributions

��ɫֱ�� Faculty of Agriculture

��

Agricultural Sustainability - 2005-2010

The Agricultural Sustainability project provides training for JUCAVM staff in effective pedagogy, community needs assessment, sustainable agricultural systems and curriculum development for community-based training. The project also helps with upgrading support services such as the library and demonstration laboratories.

Education for Employment – 2010-2015

The Faculty of Agriculture partnered with program to help reduce poverty in Tanzania. Education plays an essential role in strengthening Tanzania’s ability to address agricultural productivity. By partnering with local Vocational Training Centres (VTC’) we assisted in providing quality education where it’s most needed.

Additional information: Tanzania

Developing Rural Entrepreneurs - 2004-2010

The Developing Rural Entrepreneurs (DRE) project developed entrepreneurship-training programs through cooperation between a number of non-governmental and educational institutions in northern Ghana. These programs addressed the needs of existing and potential entrepreneurs and promoted economic activity and opportunity for women, men and youth in the region.

Agri-Entrepreneurship Training - 1997-2002

Focusing mainly on women in the northern region of Ghana, this project was developed to increase the entrepreneurial concepts and skills to groups and individuals working in the agri-food sector.

Saint Andrew's College - 1992-1995

This project provided staff development for Saint Andrew’s faculty at the ��ɫֱ�� Faculty of Agriculture as well as technical assistance in Ghana.

Sustainable Food Security - 2003-2008��

The Sustainable Food Security Project, funded by the Canadian International Development Agency (CIDA), was a partnership between Gambia College (GC) and the Faculty of Agriculture. The goal of the five-year project was to address food insecurity issues in The Gambia through the design and implementation of stakeholder-responsive curricula of agricultural programmes by the School of Agriculture. The Gambian instructors experienced first-hand a participatory, consultative model for curriculum planning and development, participating in comprehensive revisions and updating of courses, demonstrating their new knowledge and skills. The Canadian team members modeled a respectful, inclusive facilitation style in the workshops where agricultural training needs were addressed.��

Capacity Building for Higher Education - 1997-2002��

The Faculty of Agriculture partnered with St. Mary’s University to help The Gambia develop its first university. The project provided assistance in strengthening Gambian higher education governance structures, policy formulations and planning mechanisms along with its administrative and management systems.����

Constructive Internationalism - 1991

This project consisted of a ten-week work and study program arranged for five Faculty of Agriculture students at Gambia College. The program covered tropical agriculture, cross cultural communications and development issues.

Gambia College Development Program – 1984-1995

This linkage with the Gambia College School of Agriculture provided training, program enhancement and campus development and was supported by CIDA through three consecutive projects over ten years.��

The CARICOM Education for Employment Program (C-EFE) is undertaken with the financial support of the Government of Canada provided through the Department of Foreign Affairs, Trade and Development (DFATD). The program supports economic development in the Caribbean region through strengthening of its technical and vocational education and training (TVET) system. It supports education and training institutions and national training agencies (NTAs) to become more responsive, applied, demand-driven; with a goal of providing learners with the skills required by the labour market.

The ultimate outcome of C-EFE is “increased economic growth due to a move competitive, productive and gender equitable workforce in the Caribbean.” The Program was co-designed by key Caribbean individuals involved in the TVET sector, Association of Community Colleges Canada (ACCC) and DFATD.

Increased economic growth will be achieved through strengthened regional capacity to coordinate, promote, and conduct quality assurance for demand-driven TVET programming and workforce certification, with a focus on developing the capacity of the NTAs throughout the region to provide occupational standards and worker certification; promoting TVET as a viable career option; and, introducing career guidance to support citizens in making better career choices.

The partnership will work towards increased employment of TVET graduates in targeted, demand-driven programming, in addition to revising and harmonizing Labour Market Information Systems (LMS) across the region; strengthening relationships between industry and education; and developing a Vocational Training Information System (VTIS) to collect and manage TVET program information on a regional basis. The Education for Employment (EFE) program also identifies capacity building of instructors in designing and delivering Competency Based Education Training (CBET) curriculum as a program output.��

Agri-Education for Extension Project - 2006-2011

The Agri-Education for Extension project was developed to increase agricultural productivity in Cambodia by contributing to more effective agricultural extension services in the country through improved training for agriculture students and extension workers.

Community Based Conservation Management - 1998-2003

The CBCM project focused on capacity building in community-based conservation management with partner institutions in China and Vietnam. The project assisted the Chinese and Vietnamese universities in developing interdisciplinary expertise in the sustainable use and conservation of natural resources, including biodiversity and ecosystems. It included pilot projects at the community level involving training and involvement of university personnel and community groups, gender issues, development of on-going university linkages and comprehensive reporting mechanisms.

Sichuan Wenjang Agricultural College - 1998-1996

This project involved technical assistance and customized training in environmental protection and management.����

Agricultural College of Hunan University - 1987-1994

Two consecutive projects included staff development through specialized instruction in China and short customized training and graduate training courses at the Faculty of Agriculture in a variety of subject areas.

Farm to Market Enterprise Development (FMED) - 1999

Agri-business and marketing advisors from the Faculty of Agriculture contributed to this CIDA-funded project.

Agricultural Technical Institute - 1986-1987

Faculty of Agriculture personnel provided technical assistance to the staff of this institute on-site, as well as offering customized training courses for Thai trainees at The ��ɫֱ�� Agricultural Campus.

Zamarano University - 2005

The Faculty of Agriculture partnered with Zamarano University in Honduras and HMJ-Lewis Consulting in Halifax, to conduct a study to identify the potential demand for a Food Technology Centre. The project also developed an action plan for the establishment and operation of a centre.

Technical Agri-Education with the College of Agriculture, Science and Education (CASE) - 1994-2004

Through the Technical Agri-Education project, Faculty of Agriculture personnel worked with CASE to develop a Bachelor of Technology degree in Agricultural Food Systems, the first undergraduate degree program to be offered in the country. The Faculty of Agriculture and CASE offer this program jointly.

Jamaican Youth Initiative - 1991

This initiative involved the exchange of eight young agriculturalists from Nova Scotia and Jamaica in cooperation with the Faculty of Agriculture, the NS Federation of Agriculture, College of Agriculture in Jamaica (now CASE), and the Jamaica Agricultural Society.��

College of Agriculture (now CASE) - 1989-1992

This project provided training for Jamaican staff at the ��ɫֱ�� Agricultural Campus and short-term technical assistance by Faculty of Agriculture personnel in Jamaica.

Jamaican Agricultural Society - 1986-1989

This project assisted in developing agricultural extension activities in Jamaica though the Jamaican Agricultural Extension Society.��

Dominica State College (DSC) strives to be recognized as a “premier institution of higher learning, committed to excellence and responsive to the needs of stakeholders, and to the social, spiritual and economic challenges which face the Dominican society in the global environment.” With that, DSC recently partnered with ��ɫֱ�� Faculty of Agriculture and the University of Guelph Kemptville Campus. The Partnership was recently awarded funding under the CARICOM Education for Employment Program (C-EFE) projects.

The Ministry of Agriculture in Dominica and the CARICOM Secretariat recognize that agriculture is a key sector for Dominica’s economic development. Agriculture is the single most important private sector activity in Dominica in terms of GDP contribution, number of persons employed, domestic food and nutrition security, sustenance of rural livelihoods and generation of foreign exchange earnings. The Partnership responds to the Ministry of Agriculture’s priority to address the current decline of agricultural production by enhancing agricultural productivity and competitiveness, and commitment to provide support to key institutions within the sector, including institutions that educate and train current and future farmers.

The C-EFE is providing an excellent opportunity to establish Agriculture Business Management to increase employment opportunities for youth and women, ignite the spirit of enthusiasm and the drive of entrepreneurism, and meet the needs of farmers, government and all other stakeholders in the agricultural sector in Dominica. The Partnership believes that the program has the potential to support entrepreneurism and provide long term sustainable employment opportunities for students upon graduation.

Clarence Fitzroy Bryant College (CFBC) was established in 1988 and offers a range of programs to approximately 1200 students. It strives to “foster the development of responsible, self-sufficient citizens by delivering a range of academic, professional and vocational courses and programmes that reflect the high values and standards and which prepare students to make lifelong contributions to their communities.” With that, CFBC recently partnered with ��ɫֱ�� Faculty of Agriculture and the Nova Scotia Community College. The Partnership was awarded funding under the C-EFE projects.

Despite the historic fertility of the land, the agricultural system has failed to generate a reliable food supply in St. Kitts-Nevis. Food imports have been increasing while exports of agricultural products have been decreasing and indeed have plummeted following the closure of the major sugar factory in 2005. At the same time, agricultural production for local consumption has also been decreasing.

Concurrently, as the federation works to make the transition to a post-sugar economy, youth unemployment continues to worsen with more than 25% of 18–30-year-olds having little or no work. This statistic is a major problem, particularly as unemployment is a contributing factor to the violence that puts youths at risk and poses a potential threat to the tourism sector. Youth unemployment also bodes ill for the future and underscores the need to think and act in creative and entrepreneurial ways to generate more employment opportunities for young people.

The Partnership will work to ensure that agriculture, although burdened by the factors mentioned above, and traditionally perceived by a stigma of menial, low-paying and hard labour, will make a comeback in St. Kitts and Nevis in order to ensure food security and economic viability. By outfitting students with knowledge of agricultural science, practical applications of that science, and business fundamentals, the Partnership will create a cadre of young people able to turn emerging agricultural opportunities into profitable livelihoods through entrepreneurship.

Our Partners

University of Guelph, Kemptville Campus

Nova Scotia Community College

Dominica State College��

Clarence Fitzroy Bryant College��

Funding

The CARICOM Education for Employment Program (C-EFE) is undertaken with the financial support of the Government of Canada provided through the Department of Foreign Affairs, Trade and Development (DFATD) and administered by the Association of Community Colleges Canada (ACCC).

Universidad Francisco de Paula Santander (UFPS) - 1997-2002

This project developed new programs at both the undergraduate and graduate levels in Sustainable Agriculture.

Universidad Francisco de Paula Santander (UFPS) - 1988-1995

Two consecutive projects involved staff development and program enhancements at the university’s School of Agricultural Technology in Cucuta. The second project emphasized the development of a demonstration farm and biology laboratory improvements.��

Rural Development in Colombia - 1983-1987

This project developed community demonstration and extension centres for FUNDAEC, a foundation for the application and teaching of science.

Pontificia Universidade Catolica de Parana (PUCPR) - 2000

The Faculty of Agriculture designed and assisted with the implementation a Farm Management Information System for the university farm.��

Pontificia Universidade Catolica de Parana (PUCPR) - 1997

The Faculty of Agriculture developed a Global Farm Plan to aid in the university’s development of a new agricultural program.��

Universidade Federal De Santa Catarina - 1989

Collaborative research and teaching at this university led to a series of joint professional and training activities for a number of years, including workshops on international trade to EMATER (State Department of Agriculture).

Commercialization of Agricultural Production - 1999-2002

This project assisted in building capacity to develop viable commercial blueberry farming in southwest Estonia by training activities carried out by the Faculty of Agriculture, Nova Scotia Department of Agriculture and Marketing and the Wild Berry Producers Association of Nova Scotia. The Estonian partners were the Estonian Agricultural University, Estonian Ministry of Agriculture, and Estonian Blueberry Growers Association.

Dairy Cattle Management and Extension - 1991

This project consisted of customized training at the ��ɫֱ�� Agricultural Campus for agricultural extension agents from Latvia and Estonia in Dairy Cattle Management and Extension.��

New market-driven economy training - 1992-1995

In partnership with the Nova Scotia Department of Agriculture and Marketing, this project worked with the Czech and Slovak Republics to assist farmers in their adjustment to a new market-driven economy.

Agricultural Marketing Systems - 1991

This project was a one-week course on agricultural marketing systems developed and offered by the Faculty of Agriculture in the Czech and Slovak Republics.��