Cover Image
close this book Forestry training manual Inter-America Region
View the document Information collection & exchange
View the document Acknowledgements
View the document Trainer guidelines
close this folder Training program overview
View the document Training program goals:
View the document Advance information
View the document Forestry observation guide for site visit
close this folder Getting ready
View the document 1. Stock the library
View the document Reference material listing
View the document 2. The training site
View the document 3. Plan the field trip
View the document 4. Tree planting site
View the document 5. Soil erosion site
View the document 6. Transportation
View the document 7. Materials
View the document Conducting the training program
View the document Weekly evaluation form
View the document Session I day one
View the document Daily schedule for technical training
View the document Session II special projects
View the document Session III The forest of the world, peace corps forestry goals, the individual volunteers' roles
View the document Session IV Language class
View the document Session V Exercise I: Record keeping
View the document Session VI Exercise II
View the document Session VII Flowers, seeds, the beginning
View the document Session VIII Spanish language class
View the document Session IX Non-verbal communication
View the document Session X Basic site selection, planning and layout of a nursery
View the document Session XI Spanish language class
View the document Session XII Cultural values
View the document Session XIII Soil preparation, seed bed sowing, and reproduction by clippings
View the document Session XIV Spanish language
View the document Session XV Communication through illustration
View the document Session XVI Fertilizers, watering and containers
View the document Session XVII Spanish language
View the document Session XVIII Protection and record keeping
View the document Session XIX Individual interviews
View the document Session XX Planting trees
View the document Session XXI Spanish language session
View the document Session XXII Introduction to extension
View the document Session XXIII The principals of pruning and thinning
View the document Session XXIV Spanish language
View the document Session XXV Volunteer's role as an extensionist
View the document Session XXVI Pacing, plane table, rustic transit and compass
View the document Session XXVIII Spanish language
View the document Session XVIII Forestry extension
View the document Session XXIX Forest menstruation
View the document Session XXX Spanish language
close this folder Session XXXI Working with groups as an extension worker
close this folder Unasylva
View the document Can farming and forestry coexist in the tropics?
View the document Some observations about agricultural plantations and agri-silviculture
View the document Session XXXIII Spanish language
View the document Session XXXIV Lesson plan and use of visual aids in teaching
View the document Session XXV Small research projects
View the document Session XXXVI Individual interviews
View the document Session XXXVII Soils
View the document Session XXXVIII Spanish language
View the document Session XXXIX Community analysis introduction
View the document Session XL Soil erosion
View the document Session XLI Spanish language
View the document Session XLIII Watershed management
View the document Session XLIV Spanish language
View the document Session XLV Review of expectations - mid way
View the document Session XLVI Spanish language
View the document Session XLVII Species report
close this folder Session XLVIII Forestry issues
View the document Exotic vs indigenous species
View the document Exotics vs indigenous - Ecuador
View the document Exotic vs. indigenous species - Paraguay
View the document Session XLIX Spanish language
View the document Session L Field trip overview
View the document Session LI Ecology teams give presentations
View the document Session LII Individual interviews
View the document Session LIII Review of field trips
View the document Session LIV Project planning: goal setting
View the document Session LV Spanish language
View the document Session LVI Resources
View the document Session LVII Compost heap - insect collection - light gaps
View the document Session LVIII Spanish language
View the document Session LIX Cultural shock - are we ready for it?
View the document Session LX Grafting and fruit trees
View the document Session LXI Spanish language
View the document Session LXII Professional approaches to interaction with host country officials
View the document Session LXIII Final interviews
View the document Session LXIV Graduation

Session II special projects

Total Time: 1 hour 45 minutes


- To begin the process of transferring skills and experience to others.

- To assume responsibility for teaching others.

- To assume responsibility for completing task assignments.

- To produce a manual for use in field to which all participants have contributed.

- To have participants become family with resource library.


The purpose of this exercise is to begin to identify those participants with special skills and have them assure responsibility for transferring those skills during the training program. To give all participants special assignments which they will have to complete during the first three weeks of training. To discuss materials which have been collected and made available for their use in the resource library.


- Introduction of individual projects which all participants are expected to do.

- Introduction of group project.

- Introduction of forester project.


flip charts, marker pens, tape, special projects schedule of due dates

*protractors plumb line

hoard 1 meter long X 1 meter wide


graph paper

survey flags

common pins


rubber bands

*measuring tapes (3 meters long)

board 4 cm ( H ) X 3 cm ( W ) X 2 cm ( L)


pole 2 cm long (bamboo is good)


small piece of wood 2 cm (H) X 4 cm (W) X 4() cm (L)


nails wing nut 6 cm long


Exercise I - Individual Projects


The purpose of this exercise is to have each participant identify, research and write up a different species of tree. Based on their site visits they will prepare an agro-forestry plan for their sites.

In groups, have participants prepare a presentation on the ecology of their geographical area to present to a class.

In groups, have participants select forestry and research issues and write an extensive paper on the issue.

Have individual foresters take on projects which are integrated into this program design.




Introduction minutes

1. Introduce exercise stating the purpose. Explain that participants will he writing their own forestry manual and the purpose of this exercise is to get the content organized.



10 minutes

2. On newsprint introduce the following outline for species section:























Have sample species written up on newsprint along with sign-up sheet. Note: No duplications; each participant must take at least one specific/different species to write up.

They have until the following day to select species and sign up.


3. Agro forestry site plan. The trainer should explain that this is a new sub-discipline of forestry - about 10 years old - although it has been practiced by farmers to some degree over many years. Since it is a new discipline, there is very little written on agro forestry and nothing which is site specific. Trainer should point out that it is quite possible that this generation of participants are the ones who will write the hooks and become the authorities. However, based on their own observations and knowledge, we want them to work up a plan for their site area. It should he as extensive as possible.

Ecology teams


15 minutes

4. Ask participants to form groups based on geographical similarities of their sites. They are to select a group leader who will be responsible for calling meetings and managing their presentation. Trainer should state the purpose of ecology report. It is to make up a presentation about the ecology of their geographical area which they will be able to present in a school or to a group at their future site. Group leaders are responsible for giving the trainer a list of persons working in their group.

Group process


10 minutes

Trainer now asks group to take a look at their own process using newsprint from Session I, Exercise III Section 4.

Introduction minutes

5. Trainer now discusses forestry issues, stating that these are issues which are of concern to all those working in forestry. Since they are issues they will require a great deal of research and discussion as well as decisions about paper write-up.

Topics for Forestry Issues

1. Industry and Jobs vs. conservation.

2. Need vs. conservation (rural dependence).

3. Exotic vs. indigenous species.

4. Forest Management (an overview).

5. forestry Law, its effectiveness and enforcement.

6. Forest products, other than timber.

7. Cost analysis of development projects, what needs to be considered, possible sources of revenues.

8. Cooperatives, local credit schemes and other incentives.

9. Elements to he considered in project area surveys - are they necessary?

Trainer's Note: The above are some of the issues chosen but are not all the forestry issues. You may want to add or delete from the above list. The important thing here is to have enough issues so that at least each pair of trainees can get a different issue to write on.

5 minutes

Trainees now walk around and look at issues.

5 minutes

Trainer now asks trainees to select issue they would like to work on. At least two trainees per issue, not more than tour per group.

10 minutes

After groups have been establisher they select a group, leader who is responsible for calling meetings and managing their presentations.

10 minutes

6. Forester projects - trainer now introduces a list of projects which individual foresters are asked to volunteer to do; it is explained that these projects are part of the design and have specific details which the forester trainer will be able to explain in detail. Foresters are asked to olunteer for projects. Projects and due dates are listed on newsprint. Foresters can over the next day select a project to work on


a. Making a diameter tape - this project involves forester participant assembling the materials (which are available) and figuring out the best way for each trainee to make their own diameter tape.Forester trainee then demonstrates the use of a diameter tape and has other trainees practice using diameter tape.


b. Making a Biltmore Stick - forester trainee assembles the materials (which are available ) and figures out the best way for each trainee to make their own Biltmore Stick. Forester trainee then demonstrates the use of Biltmore Stick and has other trainees practice using the Biltmore Stick.


c. Rustic transit - forester trainee assembles the materials (which are available) and assembles a rustic transit. Shows other trainees how to use rustic transit and writes up directions for building one.


d. Plane table survey method - Forester trainee assembles the materials (which are available) and makes a plane table. Shows other trainees the plane table survey method. Writes up directions for building a plane table.


e. Forester trainee writes up directions for building a greenhouse using materials locally available. Describes this building process to other trainees.


f. Forester trainee prepares a slide show on a forestry related topic. This slide presentation is to be used later by Peace Corps in host country. If slides are not available, forester trainee writes directions for preparing a slide presentation.


g. Compost heap - at the onset of training forester trainee prepares a compost heap near nursery site. Explains steps to other trainees, keeps graph of temperature and the time that compost is turned. Compost will he available for use during last week of training if done correctly.


7. Special management of projects for which any participant can volunteer.


Management projects can he selected over the next few days.


a. Prepare lecture on how to prepare lesson plans. Write up directions. Give lecture to group. Have each trainee prepare simple lesson plan and demonstrate to group.


b. Manage trainee manual, keep track of contents, get ready for publication.


c. Manage species report - find creative way to introduce reports to group. Give lecture on species identification.


d. Manage and facilitate Forestry Issue Presentation, find responders to each presenter. Keep discussion going.


e. Plan tree planting area, assemble needed tools, help other trainees execute planting plan.


f. Plan soil erosion walking tour. Find gully for plugging, demonstrate gully plug technique.


g. Plan presentation on watershed management. Present to other trainees.


h. Manage and facilitate ecology presentation. Find interesting way for group to critique ecology.


i. Select volunteer to collect the daily temperature, weather condition, winds and humidity and post this information daily.


j. Insect collection and identification. Trainee prepares lecture and gives demonstration.


8. Summary by trainers should state that we are aware that actual training has not yet begun but you can already see that we are going to have a very busy time. We are sure that no one will be bored.


9. Trainers are now invited to go to the resource material room to browse around and acquaint themselves with materials available. They are told that the process for taking out a hook is to pull the hook slip, sign one's name and put slip in box provided for same.

Trainer's Note: A sample of some of the special projects can he found at the end of this section. You may want to delete some projects and add others that are more specific to host country. However, since these projects are built into design they will have to he covered by trainers if not done by trainee.


Trainer's Note: Within the next few days people will start complaining that others are hanging on to materials they need. At this point trainer should offer sympathy and suggest that complainer needs to take up issue with group.