| Forestry training manual for the Africa region |
|Training program overview|
|Training program goals|
|Library reference materials|
|List of reference material|
|Planning the field trip|
|Tree planting site|
|Soil erosion site|
|Conducting the training program|
|Presenting the sessions|
|Review/study the training program guidelines|
|Adding to the given design|
|Sequence for session/exercise|
|Words about transition|
|Session 1 : Welcome, expectations, and evaluation criteria|
|Session 2 : Special projects|
|Session 3 : The forests of the world, peace corps' forestry goals, the individual volunteer's role|
|Session 4 : Record keeping - group process|
|Session 5 : Video tapes|
|Session 6 : Agro-forestry data collection|
|Session 7 : Feedback|
|Session 8 : Flowers, seeds, the beginning|
|Session 9 : Nutrition|
|Session 10 : Non-verbal communication|
|Session 11 : Germination|
|Session 12 : Coping skills|
|Session 13 : Basic site selection, planning & layout of a nursery|
|Session 14 : Review of trainees' nursery plan|
|Session 15 communication through illustration|
|Session 16 : Soil preparation, seedbed sowing|
|Session 17 : Individual interviews|
|Session 18 : Reproduction by clippings and nursery review|
|Session 19 : Introduction to extension|
|Session 20 : Protection and record keeping (Insect collection)|
|Session 20A : Chicken preparation|
|Session 21 : The volunteers' role as an extensionist|
|Session 22 : Tropical horticulture: care, tending and disease control|
|Session 23 : Women in development - part I|
|Session 24 : Team building|
|Session 25 : Building and using a rustic transit|
|Session 26 : Women in development - part II|
|Session 27 : Working with groups as an extension worker|
|Session 28 : Trees: identification & planting|
|Session 29 : Lesson plan and use of visual aids in teaching|
|Session 30 : The ugly American|
|Session 31 : Catchments - sowing of seedlings into catchments|
|Session 32 : Weekly interview|
|Session 33 : Agro-forestry|
|Session 34 : Community analysis introduction|
|Session 35 : Soils|
|Session 36 : Community analysis|
|Session 37 : Irrigation|
|Session 38 : Review of expectations - mid-way|
|Session 39 : Problem analysis|
|Session 40 : Soil erosion|
|Session 41 : Species report - research demonstration|
|Session 42 : Cultural values|
|Session 43 : Wellbeing|
|Session 44 : Field trip overview|
|Session 45 : Agro-forestry reports|
|Session 46 : Weekly interview|
|Session 47 : Leave on week-long field trip|
|Session 48 : Pesticides|
|Session 49 : Review of field trips|
|Session 50 : Resources|
|Session 51 : Area measurement, pacing, compass use|
|Session 52 : Compost heap - greenhouse construction - germination percentage|
|Session 53 : Culture shock|
|Session 54 : Range management|
|Session 55 : Grafting and fruit trees|
|Session 56 : Professional approaches to interaction with host country officials|
|Session 57 : Project planning: goal setting|
|Session 58 : Final interviews|
|Session 59 : Ecology teams presentations|
|Session 60 : Graduation|
Total time 2 hours 30 minutes
- To have the participants brainstorm key problems and possible solutions concerning forestry, reforestation and afforestation,
- To provide a global view of forestry today and in the future,
- To provide information on Peace Corps' forestry goals,
- To have the participants commence journal keeping.
This session focuses on the global view of the world' a disappearing forests. The discussion moves to Peace Corps' goals in forestry and finally brings into perspective what an individual Volunteer can do. The trainees search for possible problems and solutions based upon their own knowledge.
1. Problems and Solutions in Forestry
2. Forestry' Global Perspective, Peace Corps' Goals, Volunteer's Role
3. Journal Keeping
Flip charts, marker pens, tape notebooks with tabs.
Exercise 1 Problem and Solutions in forestry
Total Time 30 minutes
The participants will brainstorm and record forestry problems and possible solutions.
1. The trainer asks the participants to form small groups of both foresters and generalists. The groups are asked to brainstorm and fiat on newsprint all the forestry problems about which they are familiar and any possible solutions.
2. The lists are presented to the large group.
3. The trainer summarizes the activity and illustrates similarities and
Trainer's Note: These fiats should also be saved because they will be used again a part of a later exercise. It is advisable to keep them posted if possible.
Exercise 2 Forestry Global Perspective, Peace Corps' Goals, Volunteer's Role
Total time 1 hour 30 minutes
This exercise provides information on the world problems in forestry. Peace Corps' goals are explained and the trainees are encouraged to realize that as individual Volunteers they can play a part in changing the grim prediction for the world's forests.
1. The trainer or visiting authority on forestry lectures on the global picture. The lecture follows.
2. The trainer or Program Manager from Peace Corps lectures about Peace Corps' goals for forestry. The outline follows.
3. The trainer lectures about what the individual can do.
4. The trainer and/or speakers ask for questions from the participants. He/ she summarizes and illustrates that Volunteers are a part of a large picture and have a valuable job to do. We are going to spend the next five weeks getting ready to do that job.
5. At this time, the director of the conference/training center may want to say a few words of welcome and give a tour of the training facilities.
Trainer’s Note: Sample lectures are provided as guidelines. You will want to put these views in your own words. Depending upon the resource people available at the time of the training, however, you may not need to worry about lecture preparation.
I. Causes of Deforestation
A. Clearcutting for agriculture
1. Shifting agriculture
4. Land tenure
5. Cattle raising
B. Firewood gathering
1. 4/5 of volume removed from tropical forests is for firewood
2. Charcoal production
2. Damage to standing timber left 55% of stand
3. Little reforestation
II. Success of reforestation will include
A. Technical proficiency
B. Personal fulfillment
C. Agency accomplishment
D. Community involvement
III. Selection of areas of action out of awareness of total picture
A. Result of deforestation
2. Loss of raw material
4. Soil infertility
5. Economic los
6. Extinction of flora and fauna
7. Lack and/or reduction of water
8. Lack of toilet paper
PEACE CORPS' FORESTRY GOALS
I. Ideal: Educate people in:
B. Rational utilization of resources
II. Practical: Plant as many trees as possible.
III. What to do:
A. Agency Problems
2. Emphasis of technical
3. Lack of interest
4. Efforts to not address problems
5. Lack of resources
7. No cooperation with other agencies: no cooperation among field of specialization
B. Farmer/Community Problems
1. Have other problems to solve
2. Getting people together is difficult
3. Level of education is usually low
4. Cultural habits
IV. The Answer?
A. Forestry Measures
1. Agro-forestry systems
2. Village woodlots
3. Intensive plantations
4. Better management - reserves
5. Regulation of logging practices
6. Application of known technology
B. E bring Actions
1. National development patterns
2. Alternatives - food supply
3. Increase crop yields
4. Land tenure
5. Effective attention to energy
6. Conservation of forest products
7. Better stoves - recycling
8. Reduce waste
Exercise 3 Journal Keeping
Total time 45 minutes
As scientists, it is important for participants to collect data daily and keep a journal as part of their profession. It is a key to recording information and provides a tool for trainees to use once they have loft the security of the training program. The journal can be used for project management and continued learning, as well as goal setting, planning and personal reflection.
1. Introduce the purpose of the session.
2. Explain to the group (with the use of a flip chart) the following format for journal use (provide notebooks with tabs). Divide the journal into the following sections:
A. Weekly goals (for learning during training, then for tasks during volunteer service),
B. Daily activity log,
C. Community analysis questions and data,
D. Community problem analysis,
E. Personal reflections, personal learnings,
F. Scientific, climatic data,
G. Language words I hear and want to look up.
3. Ark the group to begin making their first journal entries by writing their personal learning goals for the week. Under each goal, try to write as many objectives as possible. Relate this back to "responsibility for one's own learning."
4. Explain that there will be quiet time every evening for a half hour of journal writing.