Report 2nd Training of PAFES and DAFO, Jan03, Engllad.nafri.org.la/fulltext/LAD010320041022.pdf · Second training in agricultural extension for provincial and district staff, January

Second Training in

Agricultural Extension for Provincial and District Staff

at NAFES Hoay Njang

January 6 to 15, 2003

CETDU

Central Extension Training and Development Unit

NAFES

Second Training in Agricultural Extension

for Provincial and District Staff

at NAFES Hoay Njang

January 6 to 15, 2003

Laos Extension for Agriculture Project P.O. Box 9159

Vientiane, Lao P.D.R. Tel/Fax: 021 – 732162, Mobile 020 – 509001

Email: [email protected]

Second training in agricultural extension for provincial and district staff, January 2003 1

Contents

1. Summary 02 2. Acronyms 04 3. List of participants 05

4. Agenda 06

5. Review of results 08

5.1 Workshop regulations 09 5.2 TNA Analysis 09 5.3 Curricula development for farmers training 14 5.4 Basic knowledge about promoting VEW 19 5.5 Farmer group development 21 5.6 Farmer’s training follow-up support 23 5.7 Review TNA KISS tool 23 5.8 Financial Management 26 5.9 Technical subjects 27 5.10 Planning for training and coaching 30 5.11 Evaluation of the training 31 5.12 Study tour to Nong Teng Livestock

Promotion Center 32

6. Attachments 36

6.1 Frame for Training Curricula 36 6.2 Training needs of LEAP pilot villages 37 6.3 Framework for TNA KISS tool

(revised version) 39


1. Summary Topic: Second training in agricultural extension for provincial and

district extension staff Time: January 6 to 15, 2003 Place: NAFES, Hoay Njang Objective:

Improve knowledge and skills of district and provincial extension staff in demand driven, villager led extension methodology

Improve knowledge and skills on principles and processes of VEW and farmer group strengthening

Enable the provincial and district extension staff to conduct participatory farmer trainings

Enable provincial and district staff to give follow up support to farmer groups based on adult learning principles

Determine an action plan for training and extension activities on provincial and district level for the dry season 2003

Content:

TNA methodology and analysis Curricula development for farmers training Establishing and strengthening VEW Farmer group development Follow up support Technical subjects (rice, poultry1, pig and fish) Planning for training and coaching Financial Management

Output:

Framework and session plan for curricula development established Three curricula including session plans for villager training are

developed The participants understood the principles of farmer group and

VEW development and are able to establish those positions in the villages

The participants improved their knowledge in the technical issues rice production, raising poultry, raising pigs and raising fish

Every provincial and district team prepared a detailed activity and training plan up to April 2003

Structure and forms for financial management are agreed

1 With a concentration on raising chicken


Participants: Total 26 (2 female) Facilitators: Mr. Somxay Sisanonh, Coordinator of CETDU (Overall

management and training contents) Mr. Oudomsak Vilaylak, CETDU (management of participants) Mr. Chitpasong Chalat, CETDU (coordination and training material) Mrs. Andrea Schroeter, LEAP (contents and backstopping)

Co -Trainer: Mr. Ketsana Sayasen, CETDU (training documents and material)

Mrs. Somchit Sengluangsouk, CETDU (logistics) Mr. Bounthan Bouthala, CETDU (media) Mr. Tidphachan Inthilid, CETDU (minutes and logistic) Mr. Khampeui Chantavong, CETDU (minutes and logistic)

Resource persons: Mrs. Phaithoun Sysombat, NLPC, Chicken production unit Mr. Somlith Yensengsuli, NLPC, Pig production unit

Mr. Phonethong Thammavong, NLPC, Fish production unit

Assignments: The district staff will implement training according to the identified

needs at least one session in every pilot village. A VEW to every technical field, able to successfully support village

development according to his/her duties, will be established in every village.

Production groups are established and functioning. Production and productivity is improved.

Planned activities on village, district and province level will be implemented according to plan. Regularly reports using the agreed forms will be submitted to the LEAP2 latest 15th of every quarter.

Outputs and experiences, especially training materials like posters or handouts, of the respective provinces and districts are made available to all involved participants.

All activities will be coached and supported by the project. Further technical knowledge, equipment or breeding stock may be

provided in cooperation with the NLPC, if required. A needs assessment concerning further technical issues on

provincial and district level will be conducted by the project.

2 The LEAP, furthermore called the project, comprises the CETDU trainer team (8 fulltime and 2 part-time staff under NAFES) the Technical Advisor Team (2 fulltime advisors and 3 fulltime administration staff from the Swiss side).


2. Acronyms

CETDU Central Extension Training and Development Unit in NAFES

CPS Champasak Province

DAFES District Agriculture and Forestry Extension Service

DAFO District Agriculture and Forestry Office FSEW Farming System Extension Workers (generalists at district level) KISS Keep It Short and Simple LEAP Laos Extension for Agriculture Project LPB Luang Prabang Province LWU Lao Women’s Union MAF Ministry of Agriculture and Forestry MT Master Trainers NAFES National Agriculture and Forestry Extension Service

NLPC Nong Teng Livestock Promotion Center

PAFES Provincial Agriculture and Forestry Extension Service PAFO Provincial Agriculture and Forestry Office

SMS Subject Matter Specialist (at province level) SRV Saravanh Province TNA Training Needs Assessment VEW Village Extension Worker


3. List of participants

No

Name and Surname

Party/Organization

Responsibility/ Unit

Participants 1 Mr. Vanthong Giemboupha PAFO Luang Prabang Province Livestock 2 Mr. Chanpheng Dalavong PAFO Luang Prabang Province Irrigation 3 Mr. Thongphout Saysavanh PAFO Luang Prabang Province Agriculture 4 Mr. Singkham Sisouphan DAFO Nambak District, LPB Agriculture 5 Mr. Sipha Silaphoummavanah DAFO Nambak District, LPB Forestry 6 Mr. Maysone Phanthachit DAFO Nambak District, LPB Livestock 7 Mr. Sounthone Sidaphone DAFO Pak Ou District, LPB Agriculture 8 Mr. Amphay Sisamone DAFO Pak Ou District, LPB Livestock 9 Mr. Ketkeo Phommalangsy DAFO Pak Ou District, LPB Forestry

10 Mr. Phetdavanh Vongkhamsao PAFO Champasak Province Agriculture 11 Mr. Bounthieng Liengkhamsouk PAFO Champasak Province Technical Unit 12 Mr. Phosavard Vongphasouk PAFO Champasak Province Livestock -

Fishery 13 Mrs. Somkhit Chanthamath DAFO Phonethong District, CPS Irrigation 14 Mr. Phouangphet Souvannamethy DAFO Phonethong District, CPS Livestock 15 Mr. Kidet Khamsone DAFO Soukhoumma District, CPS Forestry 16 Mr. Khamsay Ounekeo DAFO Soukhoumma District, CPS Irrigation 17 Mr. Bounsou Sidavong DAFO Soukhoumma District, CPS Agriculture 18 Mr. Daovieng Philakane PAFO Saravanh Province Technical Unit 19 Mr. Samnieng Dalahoug PAFO Saravanh Province Technical Unit 20 Mrs. Vone Masouvannasone PAFO Saravanh Province Technical Unit 21 Mr. Konglae Vorlavong DAFO Khongsedone District, SRV Deputy of

DAFO 22 Mr. Thanousone Sounthala DAFO Khongsedone District, SRV Livestock 23 Mr. Souphan Chansamoud DAFO Khongsedone District, SRV Forestry 24 Mr. Somsak Vongthamma DAFO Nakhonepheng District, SRV Deputy of

DAFO 25 Mr. Thongkhoun Sounthala DAFO Nakhonepheng District, SRV Irrigation 26 Mr. Anoupharp Bounchanthalath DAFO Nakhonepheng District, SRV Agriculture


4. Agenda

Contents:

No Day Contents Responsible person 1 Monday

06.01.03 *Opening *Objectives of the training *Workshop regulations *Review data collection and TNA

Dr. Tienne Vannasouk Mr. Somxay Sisanonh Mr. Oudomsak Vilaylak Mr. Somxay Sisanonh

2 Tuesday 07.01.2003

*Review of the previous day *Content of a training curricula

DAFES Namback Mr. Somxay Sisanonh MT Team Group work

3 Wednesday 08.01.2003

*Review of the previous day *Develop frame for training curricula *Session module

DAFES Pak Ou Group work Mr. Somxay Sisanonh

4 Thursday 09.01.2003

*Review of the previous day *Village Extension Worker

DAFES Nakhonepheng Mr. Oudomsak Vilaylak Mr. Somxay Sisanonh

5 Friday 10.01.2003

*Review of the previous day * Farmer group development * Follow up farmers’ training * Evaluation of TNA tool KISS

DAFES Kongsedone Mr. Chitpasong Chalat Mr. Ketsana Sayasen Mrs. Andrea Schroeter

6 Saturday 11.01.2003

*Review of the previous day *Financial and administrative Management *Technical issue I: rice production

DAFES Soukhoumma Mrs. Andrea Schroeter Mrs. Kaysone Halatmanivong Mrs. Somchit Sengluangsouk

7 Sunday 12.01.2003

*Day off PAFES LPB

8 Monday 13.01.2003

*Review of the previous day *Technical issue II: raising chicken *Technical issue III: raising pig *Technical issue IV: raising fish

PAFES SRV Mrs. Phaithoun Sysombat Mr. Somlith Yensengsuli Mr. Phonethong Thammavong

9 Tuesday 14.01.2003

*Review of the previous day *Planning for extension: Preparation of an activity plan for January to April 2003 *Evaluation *Closing ceremony

PAFES CPS Group work Mr. Somxay Sisanonh

10 Wednesday 15.01.2003

*Field visit to Nong Teng Livestock Promotion Center

Mr. Viengxay Photakoun


Daily agenda:

TIME Activity 07.45 to 08.10 Bus travel MAF guesthouse to Hoay Njang 08.15 to 10.15 Review of the previous day

First training session of the day

10.15 to 10.30 Coffee break 10.30 to 12.00 Second training session of the day 12.00 to 13.30 Lunch break 13.30 to 14.45 Third training session of the day 14.45 to 15.00 Coffee break 15.00 to 16.30 Fourth training session of the day 16.30 Bus travel to MAF guesthouse


5. Review of results This second training of provincial and district staff in agricultural extension follows the continuous coaching and strengthening process through the project, including training, supervision in the field and provision of training material in order to enable the extension staff to deliver participatory extension services. After successfully participating in at least one training-coaching-production cycle, the extension staff will be able to achieve fundamental knowledge and will receive a certificate by NAFES, verifying them as trained agricultural extension staff. Able to initiate a sustainable increase of the agriculture production they will additionally be capable to transmit knowledge to other provinces and districts. The first training for provincial and district agriculture extension staff in July 2002 concentrated on transmitting knowledge regarding the objectives of the project, the principles of a demand driven, pluralistic and participatory agricultural extension, the tasks and duties of extension staff on central, provincial and district level and enabled them to work in a team. This first training included the joint development of an activity plan for three months. Based on the respective activity plan the district and provincial teams visited all pilot villages at least once a month. Main activities during this implementation phase have been the introduction of the projects objectives, a basic data collection and a simple and easy needs assessment (TNA KISS). Based on the collected general and agricultural data as well as the identified needs of the pilot villages, in this second training a training curricula could be developed and further extension activities could be set up. A training and coaching schedule based on the most pressing needs of the villagers has been agreed. It is important to point out that training doesn’t mean just a one day training in a village, but considers to be a process comprising preparation, technical training, group strengthening, regularly coaching, monitoring, study tours and follow up. The villagers are actively involved in all steps. Consequently the most pressing issue to be tackled in this second training was the preparation for the villagers training. Main training issues were next to the technical contents, the development, training and strengthening of farmer groups and village extension workers. Those issues are included in the curriculum. The teams are now able to finalize the training schedule according to the specific needs of every village, prepare the training documents and material and then start with the training and implementation in the villages. Furthermore the administrative management has been tackled. Requesting, budgeting financial and activity reporting and money flow has been analysed. Inputs on principles of bookkeeping have been provided to the participants. Similar proceedings for all involved provinces and districts and from sheets for the further financial management and reporting system have been agreed together in order to ensure a smooth proceeding on all levels. The training reports will ensure a documentation of the learning and developing procedures, achieved results and agreed assumptions. Furthermore they will be utilized for the monitoring process and should be used as a base for information exchange between other provinces, districts, national and international organisations working in the field of extension.


The main results of this second training for provincial and district extension staff can be summarized as follows: First Training Day: 5.1 Workshop regulations After all participants agreed on the proposed workshop schedule responsibilities for the daily training management have been set up. Every day one appointed provincial or district team is responsible for:

Observing the time management Supporting an enjoyable atmosphere in the training through supplementary

performance, like games, singing or role –plays after the breaks Observing the training place, accommodation and food Summarizing the content of the previous day in statements, speeches, games,

roles plays or other innovative ways. The participants agreed to pursue the following rules and regulations during this training session:

In case a participant is late after a break, he/she should present an activity to the other participants

In case a participant didn’t put on the name-card, he/she should present an activity to the other participants

In case a participant is not willing to answer a question, he/she should repeat one previous lesson learnt during the training.

5.2 Training needs assessment analysis 5.2.1 Main occupational fields In regional groups the data of the basic data collection and the needs assessment has been reviewed. As there was an extensive collection of information available the main focus was laid on selecting the most important data relevant for training and coaching activities. The participants tried to indicate similarities between the pilot villages and group those according to the most pressing needs and comparable conditions. It became most obvious that the main occupational fields differ in irrigated and non-irrigated area.

The main occupations in irrigated area are identified as: 1. Off-season rice 2. Dry season plants (vegetable, green beans, fruits, peas, tomatoes) 3. Raising poultry 4. Raising pig 5. Raising fish 6. Raising big livestock (buffalo, cattle) Valuing these six occupational fields the following priorities have been recognized: a) rice, b) raising poultry and c) raising pigs.


Three main occupations in non-irrigated area evaluated during the data collection are: 1. Raising poultry 2. Raising pig 3. Raising big livestock with a clear priority in poultry and secondly in pig raising. It was necessary to focus on the three recognized priorities in more detail: What are the main problems in those identified priority occupational fields and what are the reasons of these problems observed during the village visits? Those answers are crucial in order to enable the extension staff to arrange training and coaching based on the most pressing villagers’ needs.

Occupation I: Raising poultry (with particular reference to raising chicken)

Problems Reason 1. Poultry die

Diseases or epidemics occur (no vaccination or wrong, insufficient vaccination)

Keeping infected stock for further raising Theft or poultry eaten by pigs, dogs or squirrels3 Too many festivals and guests, where chicken

food has to be prepared 2. Put on weight slowly

Feed is not enough Feed has not enough nutrients Breed is not growing quickly Natural raising (release in morning, no or

inappropriate chicken or chicks coop, inappropriate feeding, no vaccination, no hygiene surrounding)

Worms and parasites inappropriate raising period

3 The two last mentioned reasons are related to the social context and cannot be solved by the extension staff only. Nevertheless they are encouraged to look and arrange for joint solutions with the village, sub-district and/or district authorities.


Main weaknesses identified, which lead to the learning issues to be tackled in the training:

No or low knowledge about animal care and disease prevention No or low knowledge and skills about appropriate breeding and raising

techniques Occupation II: Raising pigs Problem Reason 1. Low growth rate

Quality of feed not sufficient Quantity of feed not sufficient, because feed

(especially rice husk) is expensive Breed is not putting on weight easily No pens prevalent: Methods used are open/free

raising or the pigs are tied up If pens are available they are not appropriate

constructed and often very dirty 2. Pig diseases

Dirty pens No vaccination is done Feed is not clean or consist of fungus High percentage of Lao Lao mash Feed is not cooked No separation of infected animals

3. Expensive purchase costs / low sales price

No knowledge about calculating expenses in relation to profit through sales

Main weaknesses identified, which lead to the learning issues to be tackled in the training:

No or low knowledge about appropriate techniques how to raise pigs Lack of knowledge about selection of breeding stock Lack of knowledge about appropriate raising period Lack of VEW or VEW lack material or/and knowledge


Occupation III: Off-season rice Problem Reason 1.Low yield

Damage through pest Improved seeds are not available, the seeds of

the past year will be used Lack of sufficient water supply Maintenance is not sufficient (irrigation channels

not looked after, use of fertilizer not appropriate, time management not appropriate)

Preparation of fields is not done in the suitable time and not according to the correct techniques

Soil is not adequate for off season rice production 2. High initial investment

Water management is not sufficient (lack of knowledge in planning and follow up)

Lack of water, petrol and electricity Expenses are high for labour, fertilizer, pesticides

and ploughing Interest rates of the bank is too high

3. Low selling price

Low quality (no scent, too hard) Low quality though rain during the harvesting Trader pay lower than the market price No organizational management, no joint

management Lack of techniques for appropriate harvesting,

binding and storage Main weaknesses identified, which lead to the learning issues to be tackled in the training:

Lack of water user groups, which work effective and efficient Lack of knowledge in applying techniques for off-season rice Lack of a VEW for off-season rice production or in case a VEW is appointed,

lack of knowledge about ploughing, water management or planting techniques


Second Training Day: 5.2.2 Identification of training needs After tackling the most urgent needs, there was a requirement to look into the specific needs of every village in order to get a detailed picture of all needs and problems in the whole pilot area. Based on the KISS needs assessment the district teams presented the training needs of every pilot village:

Phonethong District, CPS:

Three training needs – poultry, rain-fed and off-season rice

Soukkoumma District, CPS:

Four training needs – poultry, off-season rice, rain-fed rice and group development

Pak Ou District, LPB:

Six training needs - pig, poultry, rain-fed rice, off-season rice, lemon and dry season crops

Nambak District, LPB:

Five training needs - poultry, pig, oranges, off-season rice and dry season crops

Nakonpheng District, SRV:

Three training needs – poultry, dry season crops and pig

Kongsedone District, SRV:

Three training needs – poultry, off-season rice and pig


Summary of training needs of all 66 pilot villages (multiple choice) Poultry

(mainly chicken)

Pig Off season rice

Rain-fed rice

Dry season crops

Orange Group develop - ment

Lemon TOTAL

Nambak 12 11 2 1 4 30 Pak Ou 9 10 3 5 1 2 30 Nakonpheng4 13 1 6 20 Kongsedone 11 3 7 21 Phonethong5 10 4 5 19 Soukhoumma 10 5 5 5 (4) 25 (+4) TOTAL 65 25 21 15 13 4 (4) 2 145 (+4) The improvement of raising chicken was mentioned most often (98% of all villages) as one of the three priority problems. Out of 66 villages - 41 mention raising chicken as their first priority, 22 as the second and 2 as the third priority. Only one village, Ban Phonesavanh in Pak Ou district, was not concerned about this issue. Secondly ranks raising pigs with about 38% of all villages being interested and off-season rice production with about one third of the pilot villages. Furthermore training needs in rain-fed rice, dry season crops, oranges and lemon have been raised (15, 13, 4 and 2, respectively). Group development will actually be a part of all trainings. It seems that these four villages in Soukhoumma district have had successful training experiences already and consequently the villagers are aware of the importance of a strong group. 5.3 Curricula development for farmer training

5.3.1 Activities related to the identified problems 1. How can we solve the problems identified by the farmers? 2. Which activities have to be performed for a successful extension? These two above-mentioned question have been discussed in the three provincial working groups, with the following results: Group input I (Saravanh Province):

4 Data for second and third priority not fully available 5 Data for third priority not available

Pig Raising

I. Solution: 1. Point out the effective and ineffective points of natural raising to the

farmers 2. Suggest solutions concerning the following technical terms:

Raising location Building pens for raising pigs Selection of breeding stock


Group input II (Luang Prabang province):

Appropriate feed and feeding Prevention and cure of diseases Daily care

3. Define appropriate varieties for the different targets

II. Activities:

Select target groups and identify criteria for the selection Provide guidance in building groups and distributing

responsibilities Demonstration and trail Selection and training of a VEW Support the set up of regulations for the producer groups Follow up, coaching and monitoring Evaluation

Solutions and Extension Activity in Poultry Raising I. Solutions:

1. Provide recommendation, coaching and facilitate brain storming 2. Support the establishment of groups in poultry raising and group regulation

II. Extension activities:

A. Arranging for training 1. Training in selection and improvement of native breeds and building up an

animal farm 2. Training in selection of male and female breeding stock 3. Training in rearing chicks 4. Training in hatching eggs 5. Training in nutritious feed, feed processing and feeding method 6. Training in how to cure poultry diseases

B. Demonstration

1. Demonstrate vaccination 2. Show pictures of animal diseases 3. Develop and distribute relevant technical manuals issue

C. Supervision

1. Follow up and coaching 2. Evaluation 3. Reporting


Group input III (Champasak province): The CPS group used and extended the frame, which was already set up. This frame should serve as an overall structure for curriculum development, because it illustrates the relation between the villagers’ problems, reasons, solutions to solve these problems and the activities to be performed:

Off season rice

Problems, Causes, Solutions and Extension Activities: Problems Causes Solutions Extension activities Low yield

Damage by pests Improved seeds are not

available; the seeds of the past year will be used

Lack of sufficient water supply

Maintenance is not sufficient

Preparation of fields is not done in the suitable time and not according to the correct techniques

Soil is not adequate for off season rice production

Provide appropriate technology transfer

Introduction and training in Selection and treatment of

seeds Soil preparation and sowing

techniques Transplantation Maintenance and pest control Use of fertilizer (periods,

techniques, amount) Techniques to produce natural

fertilizer

Initial investment is high

Higher irrigation expenses due to poor management

Lack of water, petrol and / or electricity

Expenses are high for labour, fertilizer, pesticides and ploughing

Interest rates of the bank is too high

Organize participatory group development and continuously strengthen the group

Organize and improve water user groups

Support the establishment of water user groups

Support the set up of group’s regulation

Divide responsibilities in details

Monitor and follow up Summarize and evaluate

The selling price of off season rice season is low

Bad quality, not tasty Low quality because of

rain during the harvesting Trader pay lower than the

market price No organizational

management, no joint management

Lack of techniques for appropriate harvesting, binding, storage and threshing

Arrange transplantation during an appropriate time Appropriate marketing possibilities

Introduce new harvesting techniques

Provide knowledge about appropriate storage

Provide marketing information


Summarizing all 3 outputs, the main elements of extension activities can be identified as: Even though the participants have to be aware that it is a still a difficult way to go until an extensionist reaches a joint understanding with the villagers, the achieved knowledge will help them to reach the point of understanding step by step:

Building and strengthening groups Establishing a VEW Conducting Training for VEW Supporting group management Providing technical training Implementation of agricultural activities Activity Planning Follow up and monitoring Organizing study tours and facilitating farmer to farmer exchange Evaluation


5.3.2 Session frame Looking more deeply into the identified topics still a number of questions and issues have to be tackled. In order to set up an adequate session frame an extensionist has to think of all those questions and problems occur among the villagers concerning this specific issue. One identified problem in raising chicken is the issue of curing diseases and one disease identified is the Newcastle disease. Following this example, a brainstorming along three main questions should point out possible topics for the session plan: The villagers’ problem is that they don’t know how to prevent Newcastle disease.

1. Which topics have to be trained? 2. Which time frame is needed for the training? 3. How many trainees should join one training?

The time frame suggested varies from 1 hour to 1 day, while the number of participants suggested ranges from 2 to 25 persons. Out of this selection and the following discussion the issues being important to know were identified for this session plan:

Which medicine should be used? How many ml per animal is appropriate? Which time for the vaccination is appropriate? In which periods should the drug be injected? Which age should the chicks and chicken have? How to mix the drug? How to do the injection? How to store the drug?

Brainstorming of training topics: Symptoms of the disease Reasons for disease Vaccination (of chicks and

chicken) How to prevent the disease Practical implementation How to do the injection How to cure the disease How to mix the vaccine Observation of conditions when

the disease occurs How to separate ill animals Animal care How to clean the stalling Appropriate location for raising

chicken Where to buy the medicine …

Selection according to the following categories

Things villagers know already

Things villagers need to know

Things which may be interesting for the villagers to know


This exercise has been performed in order to make the extension staff aware of the variety of subtopics to be talked about. Only a good and intensive preparation based on the specific needs of the respective village will lead to a successful performance and a sustainable improvement of agriculture production. Third Training Day; 5.3.3 Development of three curricula During this next implementation phase the extension teams will train the villagers, will set up and strengthen farmer groups, establish VEW and will continuously follow up the production activities. The immediate next step to be prepared is the technical training session for the villagers. Based on the above mentioned exercise using the example of the Newcastle disease the framework for three curricula were developed:

1. Appropriate raising of chicken 2. Appropriate raising of pigs 3. Planting irrigated off-season rice

Results: Five to eight main subtopics have been identified. For each topic one training sheet has been prepared and will be finalized in each district with the support of the technical departments. The outputs will be revised after the first testing and made available for other districts and provinces. Off season rice Poultry Pig 1. Preparation of soil 1. Building a poultry coop 1. Building or improving

pens

2. Treatment of seeds 2. Selection and improvement of breed

2. Selection of breeding stock

3. Sowing techniques 3. Rearing chicks

3. Feed and feeding

4. Transplanting techniques 4. Hatching eggs

4. Disease prevention

5. Maintenance of fields and water supply

5. Preparation of feed and feeding (Small and big animals)

5. Curring diseases

6. Pest management 6. Prevention and cure of diseases

7. Harvesting techniques

8. Appropriate storage


Fourth Training Day: 5.4 Basic knowledge about promoting a village extension worker

The selection of a VEW is seen as one part in the process of participatory village development. The selection should be related to the village profile (ethnic groups, language, traditions) and should be performed in a participatory way. It is the duty of an extensionsist to facilitate this process. Who should be a VEW?

VEW should be concerned about developing the village VEW should have basic technical knowledge and experiences in the respective

field of intervention VEW should show transparency in all his/her actions Most of the villagers should trust the VEW VEW should be honest VEW should have a good health VEW should be selected by the villagers

Duties of a VEW

Look for problem solving possibilities Transmit knowledge Provide material and information Cooperate with providers Cooperate with official village members (village head, teachers, health workers,

LWU, etc) and non-official dignitaries like e.g. the elderly. How to select and establish a VEW?

1. Evaluate problems, resources and potential solutions of the village 2. Arrange and facilitate a villagers’ meeting 3. Explain objectives, advantage and overall duties of a VEW 4. Facilitate the selection of the VEW through all villagers 5. Facilitate the establishment (regulations, duties) of the VEW 6. Create a plan for development of the VEW 7. Set up training, time schedule for activities and trial 8. Follow up, monitor and evaluate all activities 9. Support spreading of experiences


What steps has an extension worker to perform in promoting a VEW? I. Promote the VEW

Facilitate the official assignment of the VEW Agree on duties and responsibilities for the VEW together with the villagers Train and strengthen the VEW Follow up the implementation of the VEW’s performance

II. Cooperate with village authorities

Discuss with village representatives about the VEW (necessity, official appointment, function, duties)

Inform and involve the village authorities in all activities Select the main field of intervention together

III. Create a good atmosphere with all villagers

Organise a meeting to introduce the VEW to all villagers Explain the importance of a VEW and introduce duties and responsibilities Agree decision making process with all villages

How is the VEW paid?

VEW will be paid by villagers (in cash or other compensation) VEW should not be paid by any project Contribution of poor villagers have to be agreed

Fifth Training Day: 5.5 Farmer group development

Which experiences about group development are already available? Which steps have the respective provinces and districts performed so far? The results indicate that most of the participants rely on experiences in group development, but lacking an overall structure; especially in the follow up of the group activities and strengthening established groups.


Consequently the five steps for the establishment of a strong group - able to produce and manage efficient and effectively - have been tackled in detail. Those core issues for a group development are:

1. Approaching the community

2. Setting up the basis for group development Identify problems Address needs Identify functions in the village, including social and economic related matters Enhance self-confidence

3. Facilitating group activities

Introduce appropriate technology with the support of the technical departments, researchers and /or other organisations

Offer possibilities for and facilitate village level finance development

4. Establishing a group officially Agree on duties and responsibilities Facilitate official appointment through village authorities

5. Arranging follow up together with the farmers

Coordinate meetings to review farmer’s activities Disseminate technology, including e.g. mass media programmes, meetings,

discussion groups, exchange visits, study tours and demonstration Support joint exploration of markets and marketing


It is important to understand the dynamic of a group. Different ideologies, different benefits among the group members, different power distribution and restructuring an existing group without a joint agreement of all group members will hamper the process of establishing a group. The work of an extensionist will only lead to successful results, when he/she is aware of those dynamics and facilitates the groups’ performance in order to avoid negative impacts. One duty of the extensionist is to provide technical knowledge to the group members. The question arose if there is any difference between trainings for a production group and those for a VEW. Concerning the basic technical input there is hardly any difference and those issues can be jointly trained. The main aim is to achieve an advanced and improved production for all participants, every group member and the VEW. The VEW however has advanced duties, following the description above. He/she has to monitor all activities, coordinate with all stakeholders and provide additional knowledge. The knowledge about those topics has to be provided to the VEW in separate training sessions.


5.6 Farmer’s training follow-up support

Establishing a farmers group by appointing the members, setting up regulations and conducting a training is far not enough. The strengthening of a group is a continuous process comprising the evaluation and follow up of the training, the guidance, follow up and monitoring of the activities and the support of material and further technical know how needed. All those activities belong to the follow up support process. Every step has been discussed and form sheets for monitoring and evaluation of training as well as production activities have been introduced. The detailed information is summarized in a training manual, which was provided to all participants. 5.7 Review KISS tool In order to improve the TNA KISS tool for spreading the device to other districts and provinces experiences during the performance have been exchanged and evaluated. Those suggestions led to a revised version, which is attached to this report. 5.7.1 Timeframe The timeframe was slightly changed. All participants agreed that the time to discuss the training needs in groups (step 5) was too short. Additional time to reach and arrange a location for the group discussion is needed. At least 30 minutes should be given to this topic. Experiences showed that the discussion of the detailed procedures of training and follow up (step 12) took about 30 minutes only. In most of the cases the extension staff fixed an additional date with the contact farmers and village representatives prior to the training in order to prove the agreed time schedule, confirm contents and expected outputs and discuss open questions. A few other issues vary only about plus/minus five minutes. This indicates that the initial timeframe matches quite well with the experiences made during the implementation. The timeframe can always differ slightly depending on the specific condition in a village. 5.7.2 Preparation The three identified steps “analyzing secondary data”, “preparing the meeting” and “informing the villagers” are found appropriate. A summary of the available data should be visualized e.g. on a flipchart paper to allow an easy presentation and a useful discussion.


5.7.3. The 12 implementation steps Initial Time in minutes

Revised Time in minutes

Initial Steps Comments and suggestions

5 5 1. Introduction of staff Appropriate

5 10 2. Explain the objective of the visit

Pictures, charts or other tools are useful to support the explanation of the objective

15 20 3. Extension staff explain their understanding of the prevailing occupation in the village and check with the reality in the village

It is essential to present the secondary data visually. The presentation should refer to the literacy status. Without any visualization a valuable discussion about the village data is quite difficult.

5 10 4. Define 1 to 3 topics for exploring training needs based on the occupations

The 3 topics are related to the main training needs all over the year, not depending on the season. Seasonality will be considered in a later step.

20 30 5. Form a group (by raising hands) on each topic and discuss training needs on this topic

Each extension worker should facilitate one group discussion. One staff should be responsible to involve those villagers who do not join a group themselves.

15 15 6. Each group presents a learning project in the plenary

Preferable a member of each group should summarize the discussion.

10 15 7. Each farmer can pick his/her priority interest by marking on the whiteboard or paper (male and female use different colors)

Marking was difficult and caused chaos in some places. Not all villagers expressed their need. It is important to select an appropriate location, which above all is easily accessible for the women. The time needed can vary, depending on the number of participants.

5 5 8. Decide which learning project to start first (consider seasonality)

Appropriate

10 5 9. Note down the names of interested participants in the learning project

Very often the names of interested villagers have been noted down during the group discussion. Only the names of those person decided to change after the presentation has to be added or removed.


Initial Time in minutes

Revised Time in minutes

Initial Steps Comments and suggestions

20 20 10. Extension staff facilitates the selection of maximum 10 families for the first training (participants should be able transfer the knowledge to other villagers)

In most of the cases, along with the selection of the families participating in the first training, the identification of contact farmers has been discussed. It was agreed that those two steps should be performed together. Difficulties occur in selecting the 10 participants out of the total number of interested families. Extension staff should facilitate the preferences by pointing out criteria for the selection, such as motivation, financial ability, knowledge and experience as well as gender aspects. In order to achieve notable results and perform a suitable follow up it was agreed that the number of trainees should not exceed 10 people (even if the selection is difficult).

5 flexible

flexible

11. Identify a contact farmer for the training

• Field visit to the identified production site and families (flexible time)

In some villages the participants identified up to 3 contact farmers in order to cope with various duties. The VEW can later be selected and officially appointed among those three.

60 30 12. Discuss the detailed procedures of the training and follow up with the contact farmer and the village representatives

• Detailed contents of the training

• Farmers’ expected output of the training

• Fix time schedule of the training and follow ups

• Preparation to be done by farmers

• Preparation to be done by extension staff

It was suggested to fix an additional meeting with the contact farmers and village representatives prior to the training in order to prove the agreed time schedule, confirm contents / expected outputs and discuss open questions. It was suggested that step 11 and 12 might be exchanged, depending on the specific conditions in the village (e.g. distance to production area, praying hours of the monks in case the meeting takes place in the village temple)

The performance of the KISS will last about 3 hours plus the time needed for the field visit. In order to make the whole effort lively and interesting the extension staff should perform the various steps in an alternate manner.


It is highly recommended to have a joint meal together with the village authorities in order to collect useful information during these informal talks. This meal shall be a contribution by the villagers. Special attention should be paid to women’s participation. It became obvious that the women’s involvement in the meetings is lower then the men’s. While in Lao Loum and Lao Theung societies the women’s participation amount to about 40 % in average, among the Lao Sung ethnics only men joined the meeting. The share regarding the identified training participants was even lower and reached not more than 5 % in terms of the appointment of contact farmers6. The extension staff should select the time and place of the meeting carefully in order to allow the women to participate. This issue should be discussed with the village authorities prior to every meeting. In order to avoid an exclusion of those villagers not able to read and write, all training tools should reflect the prevailing literacy status in the village. The extension staff has to make clear that illiteracy is no exclusion criteria for the participation in the training or other extension activities. In villages with illiterate people the extensionist should prepare visual tools. The project will assist in the preparation. Sixth Training Day: 5.8 Financial Management Based on the experience of the last year, the financial management has been reviewed. Even it was agreed during the first training to use the structures of the common government reporting system, the financial reporting varied tremendous between the different provinces and districts. Further there seems to be lack of basic knowledge in simple book keeping techniques. So the whole topic has been started with a brief introduction of the core elements of cash in and cash out, using the following example of a horse trader: ***************************************************************************************************

The Horse Trader A horse dealer who has been selling and buying horses of all races for many years, discovers on the so far unknown horse market of Nambak a wonderful horse and is happy to buy it for 60 Dollar only. The horse is a very good one, strong and healthy and therefore the horse dealer does not have any problem to find a customer for it. He sells the horse for 70 Dollar. But only few hours later the horse trader feels uncomfortable to have sold such a wonderful horse and decides to buy it again in order to keep it for himself. Fortunately he finds the man to whom he just has sold the 6 The exact figures will be available after the assessment of the data is completed.


horse. The buyer is aware of the value of the horse and therefore is not willing to give it back for 70 Dollar, he only agrees to sell it for 80 Dollar. As the horse trader really wants to have the horse back he pays the 80 Dollar. Some time later, he starts thinking: “Do I really want to be a horse owner instead of a horse trader?” Finally he decides to sell the horse again. At the same moment, the costumer who sold him the horse for 80 Dollar appeared and liked to get back the horse. After some negotiation the horse dealer finally sells the horse for 90 Dollar and goes home. The question is: How much benefit did the horse trader realize? Please write the answer on a piece of paper. *************************************************************************************************** The story sounds a bit confusing, which is intended. So it was not surprising that the answers varied, as follow:

Profit 0 $ 20 $ 30 $ 50 $ 100 $ Answers in No of person

6 5 16 1 1

The important lesson learnt is to separate the irrelevant information and concentrate on the main accounts, which are How much money was spent: cash out 60 and 80 $ Total 140 $ How much money was earned: cash in 70 and 90 $ Total 160 $ Taking the amount earned (160 $) minus the amount spent (140 $) leaves a profit of 20$, mentioned by only five participants, 18 % respectively. Furthermore cost categories of an extension service have been tackled. New or improved form sheets for the overall financial management have been agreed in order to smoothen the financial management on all levels and heading for a short and simple (KISS) implementation. The following form sheets have been agreed:

Guidelines for financial flow Expenses categories: content and numbers Cash book with monthly summary (for province and district) Financial statement of the month Report on monthly field visits Receipt for monthly field visits Quarterly request for implementing activities (for province and district) Monthly summary of vehicles use


5.9 Technical subjects 5.9.1 Rice production The technical introduction concerning rice production includes the

soil preparation soil improvement seed selection use of fertilizer treatment of pests and diseases use of water harvesting and storing.

The presentation was arranged along the following illustration:

A technical rice manual prepared by the project was handed over to all participants. Seventh Training Day:

5.9.2 Raising chicken


The technical inputs about raising chicken, pig and fish were presented by staff of the Nong Teng Livestock Promotion Center. The main topics in raising chicken comprised:

Selection of place and stalling Selection of breeding stock Feed and feeding Method of breeding Raring chicks Prevention and cure of diseases Animal care

The content was summarized in a technical manual and handed over to all participants. 5.9.3 Raising pigs

Concerning raising pigs the presentation was performed and discussed along the below listed contents. A comprising manual was handed over to the participants as well.

Selection of breeding stock Adequate pens for raising pigs Raising breeding stock Raising during pregnancy Feed and Feeding Prevention and cure of diseases


5.9.4 Raising fish

Although raising fish was not mentioned as a priority need of any pilot village, the opportunity having a fish expert available has been used to improve the knowledge in fish raising techniques. This knowledge will probably be useful for extension activities in the future. The content comprised:

Fishponds Introduction of various appropriate species (China, India and local spieces) Selection of breeding stock Raising periods Natural breeding Artificial breeding Integrated livestock farming (Raising pigs above a fish pond)

In case of further questions, information or breeding stock for all three presented animal species needed the NLPC will be able to provide their support. To round up the technical issues further information (e.g. the three livestock manuals produced and tested by EU livestock project) has been provided to the participants. Eighth Training Day: 5.10 Planning for training and coaching After receiving a broad input about the various technical issues, the district and provincial extension staff are able to select the important issues for the respective target villages. Those issues will match with the villagers’ needs identified and analyzed.


Reviewing the training so far the last (but not least) important step in order to achieve a positive development on village level is the activity planning for the next months. The following chart summarizes the contents and their correlations:

Based on the basic data and the identified problems, needs, possibilities and constrains of each pilot village have been analyzed. Appropriate activities based on this analysis have been set up according to the most pressing needs of the villagers. A frame for curricula development has been decided for the three priority needs: poultry raising, pig raising and rice production. Necessary knowledge, concerning a) village development (strengthening group, VEW) and b) technical issues is achieved and c) regulations for a smooth implementation has been jointly agreed. With all these inputs, the respective districts and provinces are able to draw up an action plan with the main focus on training for villagers, setting up VEW, strengthening groups as well as assuring appropriate technology transfer. In order to set up a suitable and sustainable extension service the process focus on methodology and technical solutions going hand in hand. The following structure for the action plan was jointly agreed: Structure for Action Plan

I. Background II. Objective

III. Activities

1. Set up responsibilities for further work improve material, curriculum, monthly plan (activities, materials, budget)


2. Inform village Perform training; Technical training and technology transfer Practical training Training about VEW, group

3. Follow up of VEW, of group 4. Evaluation

IV. Method of implementation (Time, place, responsibilities) 5.11 Evaluation of the training The training evaluation showed that the content was arranged along the requirements and needs of the participants. The time frame was appropriate as well as the training location, food and accommodation. The study-tour was highly appreciated by all participants and a similar tour should be organized during the next training. Additional questions raised by the participants:

How and where to receive technical knowledge about those issues (e.g. lemon, oranges) not been tackled in this training? All further technical knowledge needed, will be provided or facilitated by the project. The arrangements and/or trainings will be organized according to the needs on the basis of a staff needs assessment.

Is it possible to use technical training curricula already available? It is not the idea of the project to reinvent the wheel for another time. Those technical experiences and tested training manuals available should be utilized for the extension service. Existing posters, leaflets or other training aids as well as those produced by the respective provinces or districts should be made available to the project in order to make the information accessible for extensionists all over the country.

Does every province have to produce own curricula? The frame for curriculum development, three curricula and possible contents has been discussed and agreed during this training. The final training and session plan, however, is set up according to the specific needs of the villagers in a district and can even differ from village to village. It is however very important to spread the locally established information in order to exchange experiences, recognize differences and similarities and continuously improve extension material.


5.12 Study tour to Nong Teng Livestock Promotion Center

Before visiting the technical sections, the participants had the chance to discuss possibilities of cooperation with the director of the NLPC Mr. Kaysone Insisiengmay and his deputy Mr. Viengxay Photakoun. The center appreciates the already close collaboration with the project and offers support in providing further technical knowledge, equipment or breeding stock to all provinces and districts.

Integrated livestock production is one issue the

NLPC is promoting. Here: Raising poultry

above a fishpond.

Duck production and promotion unit


Chicken Production

Up to fifty chicks are hoisted in an area of

about 2m x 2m. The place should be covered with rice husk and shall be cleaned at least once a

week. In case no electricity for a light

bulb is available kerosene lamps will serve as well to

prevent them from catching a cold.

Mr. Keo Santisouk,

the head of the chicken breeding station, explained different methods

for selecting male and female chicks.

This selection is still a bit difficult in the

first week.

The food provided in the center consists of 50 %

dry food mixed with 50% vegetable. If no dry food is available, the villagers

should feed e.g. pumpkin or other crops consisting

enough vitamins. Food will be provided earliest after

24 hours. If available, liquid vitamins should be

added to the water as well.


Three main chicken varieties are raised in the center

Vietnam/China variety

Raising for meat and eggs

Three Blood variety

Raising for meat and eggs

China variety

Raising mainly for medical use


Pig Production

The pig production unit consists of different stalls for breeding pigs, pregnant pigs, mother pigs with piglets and pigs from the age of 1 month onwards. Mr.

Phatnakhone, the head of the pig production unit, gave some technical background information and informed about the history and the services of

the station.


6. Attachments

6.1 Frame for Training Curricula

I. Session model

Name of Training: 1 Title: Time: Trainer:

Purpose: 1. 2. 3. ...

Detailed Content Training method Training Materials Time 1.

2. 3. 4. 5. 6. …

1. 2. 3. 4. 5. 6. …

1. 2. 3. 4. 5. 6. …

1. 2. 3. 4. 5. 6. …

Documents provided: Documents referred to:


6.2 Training needs of LEAP pilot villages identified during TNA KISS

No Districts / Villages 1. Priority 2. Priority 3. Priority 4. Priority

Pak Ou I. Municipality Area 1 1. Ban Hadmard Poultry Pig Rain-fed rice 2 2. Ban Somsanouk Pig Poultry Rain-fed rice 3 3. Ban Hadnga Poultry Pig Rain-fed rice 4 4. Ban Hadkham Off-season rice Pig Poultry 5 5. Ban Hadkhor Poultry Pig Rain-fed rice II. Namsueng area

6 1. Ban Hadkhang Poultry Pig Rain-fed rice 7 2. Ban Phonehome Poultry Pig Lemon 8 3. Ban Phonesavang Off-season rice Pig Lemon III. Hadbang area

9 1. Ban Hoaybhaen Poultry Pig Dry season crops 10 2. Ban Hoaylae Off-season rice Poultry Pig

Nambak I. Phonekham area

11 1. Ban Vangkham Pig Poultry Dry season crops 12 2. Ban Pakmong Poultry Pig 13 3. Ban Phonehome Pig Poultry 14 4. Ban Mokvaed Off-season rice Pig Poultry 15 5. Ban Vanghine Poultry Pig 16 6. Ban Nammong Poultry Pig II. Namnga area

17 1. Ban Namnga Off-season rice Poultry Pig 18 2. Ban Hoayhok Orange Poultry 19 3. Ban Nolechalern Pig Poultry Orange 20 4. Ban Nae Poultry Pig Orange 21 5. Ban Simoungkhoun Poultry Pig 22 6. Ban Sibounheuang Poultry Pig Orange

Phonethong I. Irrigated area

23 1. Ban Mouang Poultry (irrigation has not yet reached)

24 2. Ban Savanh Off-season rice Poultry 25 3. Ban Koklamsaeng Off-season rice Poultry 26 4. Ban Sakmiengtai Off-season rice Poultry 27 5. Ban Sakmiengneua Off-season rice Poultry II. Non Irrigated area

28 1. Ban Phonehine Poultry Rain-fed rice 29 2. Ban Lak 8 Poultry Rain-fed rice 30 3. Ban Lak 12 Poultry Rain-fed rice 31 4. Ban Nasomvang Poultry Rain-fed rice 32 5. Ban Maysivilay Poultry Rain-fed rice


No Districts / Villages 1. Priority 2. Priority 3. Priority 4. Priority

Soukhoumma

I. Irrigated area (access: near 3km, far 10 km)

33 1. Ban Hoaylek Off-season rice Poultry Dry season crops Develop group7 34 2. Ban Hae Off-season rice Poultry Dry season crops Develop group 35 3. Ban Boungkeo Off-season rice Poultry Dry season crops Develop group 36 4. Ban Donguaban Off-season rice Poultry Dry season crops Develop group 37 5. Ban Kongkiene Poultry Off-season rice

II. Non Irrigated area (access: near 14km, far 34 km)

38 1. Ban Nole Poultry Rain-fed rice 39 2. Ban Paksang Poultry Rain-fed rice 40 3. Ban Hoaypheung Poultry Rain-fed rice 41 4. Ban Hieng Poultry Rain-fed rice Dry season crops 42 5. Ban Noledengneua Poultry Rain-fed rice

Khongsedone I. Non Irrigated area

43 1. Ban Lao Poultry Pig 44 2. Ban Nole Poultry 45 3. Ban Khoumkham Poultry Pig 46 4. Ban Namek Poultry Pig II. Irrigated area

47 1. Ban Khamthong Off-season rice Poultry 48 2. Ban Nolesamlane Off-season rice Poultry 49 3. Ban Thamieng Off-season rice Poultry 50 4. Ban Nongkhoulou Off-season rice Poultry 51 5. Ban Nongteng Off-season rice Poultry 52 6. Ban Hoaysao Off-season rice Poultry 53 7. Ban Haddou Off-season rice Poultry

Nakhonepheng I. Taphan access

54 1. Ban Taphan Poultry Dry season crops 55 2. Ban Hongsaithong Poultry Dry season crops 56 3. Ban Paksanom Poultry Dry season crops 57 4. Ban Nanongngao Poultry Dry season crops 58 5. Ban Nongsano Poultry Dry season crops 59 6. Ban Lingaktha Poultry Dry season crops

II. Lowland of Sebangfay Area (road 13)8

60 1. Ban Nongnokkhiane Poultry 61 2. Ban Nasanephan Poultry 62 3. Ban Nakadao Poultry Pig 63 4. Ban Phengnoy Poultry 64 5. Ban Phengngai Poultry 65 6. Ban Sikang Poultry 66 7. Ban Sitai Poultry

7 Group Development will be a part of all trainings 8 Data for second and third priority not fully available


6.3 Framework for KISS Training Needs Assessment for agricultural extension staff

Keep It Short and Simple (Revised version)

I. Preparation: 1. Analyze all available data of the village and summarize on a flipchart paper 2. Prepare the village meeting 3. Send an information letter to the village, including the objective of the visit

II. Implementation in the village: Time

in minutes

Pictures Steps

5 1. Introduction of staff 10

2. Explain the objective of the visit

15

’

3. Extension staff explain their understanding of the prevailing occupation in the village (use visual presentation based on prevailing literacy status) and check with the reality in the village

10

4. Define 1 to 3 topics for exploring training needs based on the occupations and main problems all over the year

30

5. Form a group (by raising hands) on each topic and discuss training needs on this topic. (Each extensionist facilitates one group discussion. Involve those people who do not join a group by themselves.)

15

6. One villager out of each group presents a learning project in the plenary


Time

in minutes

Steps

15

7. Each farmer can pick his/her priority interest by marking on the whiteboard or paper (male and female use different colors). Consider an appropriate location, which is easyly accessible for the women.

10

8. Decide which learning project to start first (consider seasonality)

5

9. Note down the names of interested participants in the learning project

20

10. Extension staff facilitates the selection of maximum 10 families and max 3 contact farmers for the first training (in order to be able to transfer knowledge consider a) motivation b) financial ability c) knowledge and d) experience of participants as well as gender aspect)

flexible

11. Field visit to the identified production site and families 9

30

12. Discuss the detailed procedures of the training and follow up with the contact farmers and the village representatives

• Detailed contents of the training • Farmers’ expected output of the training • Fix time schedule of the training and follow ups • Preparation to be done by farmers • Preparation to be done by extension staff

9 Step 11 and 12 might be exchanged based on the local conditions (e.g. distance to the production area, monks praying hours, in case the meeting takes place in a temple).


Reporting of a Training Needs Assessment KISS (Keep It Short and Simple)

1. Village Date Participants: Total ( Women) 2. Title of Learning Project 3. Content • • • • • 4. Expected Results • • • • • 5. Time-schedule First training (date, time, training place): Follow up (date, time, meeting place): 6. Participating Farmer Families (max. 10 farmers)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

7. Name of contact farmers: 8. Preparation to be done by farmers: • • • 9. Preparation to be done by DAFES: • • • 10.Remarks 10.a Other learning projects Second Priority Total interested farmers ( Women) Third Priority Total interested farmers ( Women)