 | Appropriate community technology - A training manual |
 |  | Phase II: Earthen construction and fuel-saving cookstoves |
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Session 2. Traditional methods of cooking: an introduction to cookstove technologies
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Total time: |
2 hours |
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Objectives: |
* To discuss the need for alternative sources of energy and energy conservation in developing nations * To describe the advantages and disadvantages of open fire cooking * To discuss fuel-saving cookstoves and other alternatives to open fire cooking |
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Resources: |
* Aprovecho Institute, Helping People in Poor Countries * Evans and Boutette, Lorena Stoves * Eckholm, The Other Energy Crisis: Firewood |
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Materials: |
Matches, locally collected fuels (firewood, dung, dried corn stalks, rice hulls, etc.), cooking utensils, cups, water, earthen stoves, stones, hatchet, machete or ax (if needed) and the ingredients for a hot beverage |
Procedures:
Step 1. (5 minutes)
Present the objectives and list the session activities. Outline the phase schedule.
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Trainer Notes Post a copy of the phase schedule on newsprint to refer to during this presentation. |
Step 2. (5 minutes)
Review some of the issues raised in Phase I: Session 14, "Global Energy Issues," and have the participants list some of the results of deforestation.
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Trainer Notes Mention Eric Eckholm's pamphlet, The Other Energy Crisis: Firewood, as a resource describing the results of deforestation on developing nations. |
Step 3. (10 minutes)
Have participants list some of the possible ways of addressing the problems of deforestation and fuel wood scarcity.
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Trainer Notes The following approaches should be mentioned: reforestation for fuel wood, erosion control, solar ovens and cookers, retained heat cookers, electrification, other fuels such as biogas, kerosene, coal, natural gas, etc., a change in the politics of wood use (lumber use, slash-andburn, etc.). Mention that these responses to fuel scarcity will be discussed in more detail in Session 18 of this phase. |
Step 4. (15 minutes)
Discuss the advantages of the use of improved cookstoves as a way of dealing with the problem of firewood scarcity.
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Trainer Notes Explain that there are many responses to deforestation and the lack of fuel, and that improved cookstoves are only one aproach. However, they are an approach which has been identified as immediate and appropriate. Briefly mention some of the advantageous characteristics of improved cookstoves (such as low cost, fuel-conserving, built from locally available materials, easily maintained and repaired, smoke control, more sanitary). Stress that villagers may have motives other than fuel conservation for accepting improved cookstoves (such as enhanced status and/or smoke control). Mention how cookstoves only delay the problem -- not solve it. Reforestation and perhaps population stabilization are the final answers. |
Step 5. (10 minutes)
Facilitate a discussion of open fire cooking (over rocks, on a grate, in a pit) as a traditional method throughout the world.
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Trainer Notes Ask if anyone has ever cooked on an open fire, or if they have seen it done. If people in the group have traveled, they may be familiar with cooking on an open fire as a traditonal method Ask them to describe what they saw, the type of fire arrangement and the fuel burned. |
Step 6. (45 minutes)
Have participants form small groups and:
* Collect a small amount of fuel from the area.
* Prepare a traditional open cooking fire.
* Bring water to a boil and make a hot beverage to drink.
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Trainer Notes Emphasize that a minimum amount of fuel should be used to simulate a condition of scarcity. If possible, use a fuel that best illustrates the conditions in countries where people will eventually serve. The teams may be formed according to the region of future Peace Corps service. |
Step 7. (10 minutes)
Ask each group, while they drink their beverage, to list on newsprint the advantages and disadvantages of open fire cooking that they have gained from this experience. They should also list any additional advantages and disadvantages that might be encountered in a developing country.
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Trainer Notes Be sure a number of categories are included (e.g., safety, efficiency, cost, convenience, impact on health and tradition, social/ceremonial focus, source of heat and light, insect control, etc.) and that specific concerns are discussed (e.g., uneven heat, burns and scalds, fire easily built without practice, easily seen, controlled and moved, accommodation of varying fuel and pot sizes, need for constant tending, health hazards, smoke, much heat not directed to pot, fire doesn't hold heat, etc.). |
Step 8. (10 minutes)
Reconvene the groups. Have them post their lists and briefly review them. Ask how the ideas listed could be incorporated into making improvements on the open fire method of cooking. Record any suggestions on newsprint.
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Trainer Notes All suggestions should be welcomed, reviewed and discussed for cultural sensitivity and feasibility. Some ideas may not work but it is important that people begin to imagine how existing and indigenous technologies may be used as a basis for modifications, rather than assuming a new technology must be introduced. Suggestions include: methods to control air flow, directing and retaining heat more efficiently, reducing hazards eliminating smoke, orienting wind, using wind breaks, placing lids on pots, enclosing fire, controlling height of pot, etc. |
Step 9. (10 minutes)
Conclude the session by reviewing the variety of approaches that may be taken to improve cooking methods and to save fuel.
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Trainer Notes Mention that in some cases, improved use of open fires can result in significant fuel savings. Point out the importance of respecting tradition and of encouraging people to identify their problems and propose the solutions based upon their own experiences. Ask for comments and observations about the session. * Were the objectives met? * Did people learn about issues, examine advantages and drawbacks, etc? Fires should be completely doused, the area cleaned and utensils stored before participants move on to another activity. |
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