| Forestry training manual Inter-America Region |
|Information collection & exchange|
|Training program overview|
|Training program goals:|
|Forestry observation guide for site visit|
|1. Stock the library|
|Reference material listing|
|2. The training site|
|3. Plan the field trip|
|4. Tree planting site|
|5. Soil erosion site|
|Conducting the training program|
|Weekly evaluation form|
|Session I day one|
|Daily schedule for technical training|
|Session II special projects|
|Session III The forest of the world, peace corps forestry goals, the individual volunteers' roles|
|Session IV Language class|
|Session V Exercise I: Record keeping|
|Session VI Exercise II|
|Session VII Flowers, seeds, the beginning|
|Session VIII Spanish language class|
|Session IX Non-verbal communication|
|Session X Basic site selection, planning and layout of a nursery|
|Session XI Spanish language class|
|Session XII Cultural values|
|Session XIII Soil preparation, seed bed sowing, and reproduction by clippings|
|Session XIV Spanish language|
|Session XV Communication through illustration|
|Session XVI Fertilizers, watering and containers|
|Session XVII Spanish language|
|Session XVIII Protection and record keeping|
|Session XIX Individual interviews|
|Session XX Planting trees|
|Session XXI Spanish language session|
|Session XXII Introduction to extension|
|Session XXIII The principals of pruning and thinning|
|Session XXIV Spanish language|
|Session XXV Volunteer's role as an extensionist|
|Session XXVI Pacing, plane table, rustic transit and compass|
|Session XXVIII Spanish language|
|Session XVIII Forestry extension|
|Session XXIX Forest menstruation|
|Session XXX Spanish language|
|Session XXXI Working with groups as an extension worker|
|Can farming and forestry coexist in the tropics?|
|Some observations about agricultural plantations and agri-silviculture|
|Session XXXIII Spanish language|
|Session XXXIV Lesson plan and use of visual aids in teaching|
|Session XXV Small research projects|
|Session XXXVI Individual interviews|
|Session XXXVII Soils|
|Session XXXVIII Spanish language|
|Session XXXIX Community analysis introduction|
|Session XL Soil erosion|
|Session XLI Spanish language|
|Session XLIII Watershed management|
|Session XLIV Spanish language|
|Session XLV Review of expectations - mid way|
|Session XLVI Spanish language|
|Session XLVII Species report|
|Session XLVIII Forestry issues|
|Exotic vs indigenous species|
|Exotics vs indigenous - Ecuador|
|Exotic vs. indigenous species - Paraguay|
|Session XLIX Spanish language|
|Session L Field trip overview|
|Session LI Ecology teams give presentations|
|Session LII Individual interviews|
|Session LIII Review of field trips|
|Session LIV Project planning: goal setting|
|Session LV Spanish language|
|Session LVI Resources|
|Session LVII Compost heap - insect collection - light gaps|
|Session LVIII Spanish language|
|Session LIX Cultural shock - are we ready for it?|
|Session LX Grafting and fruit trees|
|Session LXI Spanish language|
|Session LXII Professional approaches to interaction with host country officials|
|Session LXIII Final interviews|
|Session LXIV Graduation|
- For trainees to look at the objectives of the field trip to determine if they have been met.
- For trainees to be able to give an overview of their experiences while on the field trip.
- To be given the assignment "The role of the Forestry Volunteer... A Transition to Peace Corps Service."
In this session trainees look at their field trip(s) experience and the objectives of the field trip and post on newsprint their findings. The field trip groups report their findings to each other. They receive their final assignment to write an essay about the role of the forestry volunteer, a transition to Peace Corps Service.
Exercise I: Checking objectives of field trip.
Materials: Objectives of field trip(s), flip charts, marker pens, tape.
Exercise I: Checking Objectives of Field Trip
Total Time: 1 1/2 hours
Trainees now have completed one week of field work and observations, they now take time to see how well they reached the objectives of the field trip. They also share the experience with others who did not accompany them.
1. Trainees review the objectives of the field trip, going through each one to see how well they were met. Findings are posted on newsprint.
2. Trainees select members of their group to present findings. Presentations are made.
3. Trainer summarizes findings of all groups.
4. The trainer then gives the assignment "The Role of the Forestry Volunteer - A Transition to Peace Corps Service."
THE ROLE OF THE FORESTRY VOLUNTEER A TRANSITION TO PEACE CORPS SERVICE
Please present a clear, thoughtful, and concise description of your perception of your role as a Peace Corps Volunteer. Include the following points for consideration:
- Your definition of forestry service in Peace Corps,
- Your understanding of the job or project to which you have been assigned,
- The manner in which you have been prepared by this training program,
- Your honest appraisals of your skills in physical cognitive and social areas,
- The limitations you perceive in your abilities and in the potential job situation,
- Methods you will consider to encourage the active participation and inclusion of all community members affected by your project,
- How your job or project may contribute to improving the quality of life of people affected,
- Methods you plan to use for effective community involvement in the application of forestry technologies and extension techniques.
The description should be prepared carefully, and should reflect your philosophy and current perspective in training and Peace Corps service. A copy of your paper will he given to you to take with you. It will be interesting to review and compare with your realities and job situation a year from now.