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//~ // AFRICA TRAINING STRATEGY FARMING SYSTEMS SUPPORT PROJECT: August, 1986 Prepared by: Chris Andrew, Susan Poats, and Lisette Walecka Farming Systems support Project PSSP TRAINING STRATEGiY EXECUTIVES SMARY INRaxXICTION': Frai System lreserc and Extensiar is a mthodology directed toarrd taprovement in kcbo~g~developent for limted resource facaers. This exective sumr~iy hotline the PSSP ttn strategy promotng tas~rstading and implemantatim of F8lVE. 'Ihe topics are dIscKusse in detail in the attached document. GALt: Provide the basi foundation for developent of indigenus training capacity in Fazang system Reseatrc and extension (FgaVE) within Natinal~ Intitution. CBJECTIVB: Intiate cand iplemnt r inal ad natimarl practiti mear level short-ter raVI ttraii in English rad Fnnrench atug a bas for a long term training program for the region. PaoGAAN ACT~fIVITEr SERVICES OCIERED: Develop Materias Selctd acadings Support Documets navaletter amotated bthliographies * raining thnts Diagnosis Ga-race Experimentation Livestock (pending developent) scanomic aalysis (pendinp) Management and adin. (peartag) * Case studies Diagnoste- Daminican aspublic andata Trias- Warguay FSPPplto Cocl BotsiUana Eatern ar Qibbean Colormbi Deliver shortourses * aegional shortccure, English (3 weks) * Sginal Shooartcouse French (3 eeks) * Individual shortcourses ar vrious aspcts of rsalv offerd On a tsy-in Possible topics inchles ~ orientatimn to raS ~ dicagnois e-tam exlpetrintatimr analyis of e)-taxa e. maagemat/administratim NENT LES: *rpovide general orienaltion to PBtalvE mosts *Focus an skilburlding for us~ing sethaodolgial tools *Focus an FivE practitioners Ecurag flexbibilty for taioring training to necssary todesign *Provide for participatory or Lhrand a" acti~vtites *W Us ra world cirtrcumtncs Provide opportunity for user input to the ~developent an audification of training matetfras Srea~te made fo rsynthesi and analYsIs of currnt FalVE athodologies DEVEM PSRINCEPI *Snocurotpageregn particiqui~t~io ha various network organisations * Contribute to national tcraining` programs * Anild at pmreious training activities * Fcus a building sethodological skills necssry to conuct FelvE vithin a national program cntext Supr Training Programs * Train raier Ip red bto ffr workshop me tasy-in provide partici 6- ad6-o oppo brties for non-trainrw resourc pearso for in-srvia tinn aan liastituti rly suported basis. *Advis National Prog~r s me training strategy ma bu-ia basis. provide orientation, in-service ad methodological skils workshorps. provide networkng apportuitinu *Provide ran latitutional continuing eduation basis for ar~n @84 ontisasing educrtato progress cons~ider aneds for training in ashu~~ an pedogo1rflog ~ic emphas PIse L~ and orgalnistiona~ll necessay to design and m ~arav uorkshops provide accss to ralV5 training resource including material and taranes * * arcourag partkicipatin in camery and r ganal leve PSIVE trkra progtram support a tour stage . national training srategy 1. orientatimn 2. structure newhorks 3. sethodological skill 4. to-service training DRAFT. Briefing Document FSSP AFRICA TRAINING STRATEGY The FSSP training strategy for West and Central Africa is designed to initiate and implement regional and national practitioner-level short term Farming Systems Research and Extension (FSR/E) training in English and French. This statement delineates the training program strategy and expected results for the FSSP for 1986 until project termination September 30, 1987. Though the objectives of the strategy relate to specific FSSP activities in West and Central Africa, they indicate directions for a long term training program for the region. FSSP coordinates its training activities through networking with other organizations such as the West African Farming Sy~stems Research Network (WJAFSERN), the West African ~Integrated Livestock Systems Network, and the various formal or informal commodity oriented networking activities of SAFGRAD, ICRISAT, ILCA, and IITAh in the region. GENERAL TRAINING OBJECTIVES A primary objective of the FSSP training program is to provide the basic foundations for development of indigenous training capacity in FSR/E within national institution~S, While the FSSP is not specifically directed toiard institutionalizing training capability, it supports bilateral contracts and other entities that work with national programs in the establishment of integrated research and extension efforts that utilize a farming systems perspective. The FssP has followed this approach since its inception. Specific emphasis absithis time is being given to three areas: 1) developing materials, 2) enhancing the skills of existing trainers or training new trainers, and 3) delivering shortcourses to West and Central African FSR/E practitioners. Though considered separately in the following paragraphs, the three areas are linked and many activities benefit more than just one area of development . Developing Training Materials The development of training materials has focused on the methodological tools needed by practitioners in order to be able to conduct all aspects~ of FSR/E. Initially, FSSP placed attention on capturing existing lectures and teachings of FSR/E by translating them into slide/tape presentations. These were envisioned as a means of demonstrating to non-practitioners the steps of FSR/E. The project called for development of training materials and courses but also for immediate delivery of training and technical assistance. With no extant training materials available, FSSP prepared a preliminary series of slide/tape presentations to address the near term needs. These were done quickly during the first year of the project in order to provide trainers with some minimal materials to assist in demonstrating the processes of FSR/E. Practitioners with enough experience were able to adapt these to their own teaching or training styles and use them effectively. Though never meant to stand alone, these early modules were used by people as self- tutorials, and in domestic orientation courses for FSSP program associates and AIDpersonnel. The FSSP considered these materials as intermediate, and useful while beginning preparations for a more thorough process of materials development. Many of the modules have been translated into French and Spanish, and continue to serve as points of departure for discussion, or for orientation, particularly for those not familiar with the FSR/E approach. A looseleaf notebook of FSR/E selected readings was also put together early in the project to use in both FSSP shortcourses as well as in U.S. university level courses. The notebook has been used in conjunction with the guidelines written by Shaner et al. (1981), and will shortly be published by Lynne Reiner Press. This collection of readings has been translated into Spanish and many of the articles have been translated to French. In addition to the above, FSSP uses many supporting documents when conducting a training activity. Some of these are drawn from FSSP publications such a networking papers or specific articles from the newsletter. The series of annotated "Bibliography of Readings in Farming Systems Vols. I, II, and III" in English, French and Spanish and produced by the projects are routinely distributed at training courses to provide background information on FSR/E for trainees. The complete FSR/E bibliography from KSU representing maore than 2000 titles is also often made available to trainees. The KSU documentation center serves as a reference point for practitioners and the complete bibliography is now available on microfiche for use by national programs and libraries and can be purchased for $2 ,500.00. Additional readings on specific topics-relevent to training activitiesl are selected these sources and used as supplemental learning material-s. Whenever possible, these relate to country ar -region-specific FSR/E experience germaine to course participants. A major effort of the FSSP training thrust since mid-1984 has been focused -on the development of several in-depth volumes af' training materials which represent the methodological breakdown of the FSR/E process into specific training units. The decision to divide the materials into units came as a result of recommendations from the FSSP Training Task Force and a Training for Trainers Workshop, as well as from practical experience in delivering numerous training short courses. This was followed by the gathering of existing FSR/E materials from around the world from experienced FSR/E practitioners and persons with training expertise. Key International Agricultural Research Centers (IARCS) such as IRRI, CIMMYT, CIAT, CIP, IITA, and ICRISAT became involved in the effort as well as numerous members of both U.S. institutions and national programs in developing countries.` Several training unit development workshops were held at the University of Florida, and initial unit drafts were tested in various shortcourses held during 1985. Initial planning had called for three in-depth volumes: 1) Diagnosis, 2) Design of On-Farm Research, and 3) Management and Administration. Additional units concerning economic analysis and the design of on-farm research with livestock will be completed in 1986 and integrated into the series. The Management and Administration volume is in the process of being tested modified through a university course which is currently being taught based on its contents. Each of the volumes are not to be considered as a self-contained course, but rather as an organized collection of units which can be put together by a training team based upon the needs of the target group of trainees. Each unit provides specific learning objectivesy-key points, definitions of terms, a brief text, suggested training activities and practical exercises, and trainer's notes. The two completed volumes which have been both university- and field-tested and are now available, are described below. Volume one, Diagn~osis in FSR/E, contains nine units (212 pages) which introduce trainees to various diagnostic steps in the FSR/E approach. Volume one stresses, but is not limited to, initial diagnosis. Its units also detail on going, or continuous, diagnosis throughout the FSR/E process. Links between social and biological science disciplines are stressed, as are considerations of intra-household and socio-cultural issues. Supplementary materials included in Volume one are (1) "Anatomy of On-Farn Trials: A Case Study From Paraguay" and (2) Bibiliography of Readings in Farming Systems Research and Extension, Volumes 1 and 2. Volume two, Techniques for Design and Analyis ofOn-Farm Experimenta- tion, contains six units (367 pageji i ~~es) whichdeti h amtildsg analysis process. A statistical analysis unit is included so that trainers do not need to depend on outside materials~in this critical area of trial design and analysis. Volume two also contains three documents which support the units: (1) On-farm agronomic trials ~in- farming systems research and extension, by etr E. Hildebrand and Federico Poey, (2) "On-farm exper- imnentation: A manual of suggested experimental procedures", by CAiRDI (the Caribbean Agricultural Research and Development Institute) staff, and (3) "~ Introduction to economic analysis of on-farm experiments", a draft workbook by CIMMYT's Economics Program. The set of FSR/E Training Units (two volumes and all supplementary materials) have been mailed free of charge to institutions and individuals who cooperated in their development and appropriate representatives of national programs and institutions engaged;~in FSR/E. For those who may wish to purchase the volumes, they are available for $175.00 U.S. prepaid (includes postage and handling). The two volumes of FSR/E Training Units will. be mailed out as a complete set only. Each mailing will contain the two volumes and all support documents. Each unit within each volume is complete with separate instructions for trainers, and each includes text material written for trainees, and hands-on training exercises. Each volume will be sent out in a loose-leaf binder, to allow for ease of access and use, and to allow each volume to be updated (with trainer's notes, etc.). As each volume of training units is used, users are encouraged to notify FSSP of any adaptions, or new material developed by the users so that this information can be included in future editions of the training units. The two volumes were used in the FSSP regional training course in Gambia (April 1986) and are currently being translated into French for use in the second regional training course to be held in Mali in November. It is anticipated that through continued use in African contexts that the materials will be improved by being modified and adapted to the specific concerns of these areas. The last type of training materials FSSP is engaged in developing are case studies which can be used to study the actual process of FSR/E within an existing national program. One such case study uses survey and background data from an area of the Dominican Republic to simulate a sondeo or diagnostic survey. Another uses data from Paraguay to demonstrate the process of designing on-farm. trials and explains how to conduct the analysis of the results. Other case studies are being developed to demonstrate other key aspects of the process with actual examples. Though the training target delivery for the West and Central African region, many useful materials and lessons can be drawn from the experiences of other regions where FSR/E has be operational for a longer period of time. FSSP has been working jointly with the Population Council, using outside funding from Ford Foundation, to develop eight training case studies. These follow a format similar to the Harvard Business School case studies in that. they present data without the analysis which becomes a training activity done in small groups by the trainees. The case studies were selected from nearly eighty proposals and represent the following countries or regions: Zambia, Burkina Faso, Botswana, Kenya, Indonesia, Philippines, Eastern Caribbean, and Colombia. The first two have been completed and are being tested in various settings. All of the eight cases selected are nearing completion; two have "been completed and are being tested in various settings. Cases were selected in order to specifically present issues of gender and household analysis in FSR/E. This area was targeted early in the course of the FSSP as an area for greater analytical attention. Thus, in addition to providing considerable ~ depth in specific FSR/E field activities and problems, these cases will train practitioners of FSR/E to use gender and household concepts and analysis in the diagnosis and prioritization of problems, and in the design and analysis of on-farm research. In general, all the training materials described above serve as both the.,. basis for synthesis and analysis of current FSRAB methodologies for the , development of training courses. Training of Trainers. A training-for-trainers -effort began early in the FSSP with a two-week. training workshop held at Iowa State University. Included among the participants were practitioners and graduate students from Africa. These individuals are now in a position to assist with training on a regional basis and have participated in various FSSP network activities to further familiarize themselves with the overall program efforts. FSSP recommends and encourages bilateral contract people within the region, key AID staff and national counterparts to participate in both country level and regional level training programs. Individuals who do participate in these overall efforts and utilize the materials provided by the FSSP can become a multiplier force for training in the region. FSSP cannot train all of the people that need access to PSR/E methodology. The FSSP can provide a basis for a training effort and serve as a point for learning and consensus relative to state-of-the-art synthesis and further development of appropriate training materials for trainers. The overall training of trainers includes not only consideration of the needs for training in methodology but also for pedigogical skills as well as the planning and organizational skills necessary to design and run training workshops and courses that will facilitate learning and synthesis opportunities. FSSP i s prepa red to of fe r another r t rai ning-fo r-t ra ine rs workshop, however, in order to provide in-service training to potential new trainers, FSSP. includes non-trainer resource persons in training courses. These persons add their skills and knowledge of content issues to the FSR/E course while learning new training skills fran the trainer team. Often persons who wish to become better trainers in FSR/E or who are learning to be trainers are added to a training team composed of individuals who have already conducted similar training activities. This type of "participant add-on" has been a strategy of the FSSP since its inception and has proven effective in expanding the base of skilled practitioners as well as trainers. The evaluation, documentation and communication of the FSSP training activities has been another way in which trainers have been able to strengthen their own FSR/E training skills. Training activities are usually reported in the FSSP Newletter in addition to activity reports and sometimes in proceedings. Those planning their own training courses have found it quite useful to review the evaluation reports of FSSP's training courses and workshops. These reports are often made by a skilled individual who is not ,responsible for actual delivery of the course material. They represent a significant attempt to identify what works, what does not, and why. Being able to identify and understand why certain things do not work in specific situations helps to continually improve the material, the course design, and the trainer skills. On another level, FSSP has also worked to expand the foundation of persons knowledgeable about FSR/E within the support entity structure. In 1983, FSSP began a series of domestic introductory workshops. a-These focused primarily on the basic FSR/E concepts and an overview of the methods and stages of theeprocess. U.S. based faculty, international participants studying in thevU.S., as well as USAID staff and personnel made~up a large part of the workshop participants. These persons then became paj~rt of the multiplier effect of which has furthered the network of FSR/E practitioners. West and Central African Delivery The FSSP has drawn upon the materials and trainer base described above in the delivey-.of a number of training activities in the West and Central African region. Because FSSP did not have the luxury to develop the materials anid train trainers before needing to embark on the delivery of some training workshops, the latter have served as type of testing ground for developing an appropriate strategy for a training program. In fact, the delivery of training was often simultaneous with materials development and! training of trainers so that the three were mrtually supportive. Initially, the FSSP was engaged in conducting short (4-7 day) workshops aimed at providing an overview or introduction to the basic concepts, philosophy and skills of FSR/E. These were conducted on a regional basis or among a specific target group within a single country. FSSP then focused on diagnostic skills, and followed by the skills associated with the design or analysis of on-farm research. In 1986 with the completion of the first two volumes of the training units and the completion of several of the case studies, the FSSP had a solid base for delivering a three week course at the regional level. The first of these was conducted in the Gambia in April 1986 in English for participants from the Anglophone countries or English speakers from the French speaking nations. Currently, the materials (Volumes I and II plus one case study) are being translated into French in preparation for a second regional course which will be offered in November 1986 in French. The rEISSP has drawn considerably upon the CIMMYT experience in East and Southern Africa in the development of its training program. The regional course focuses on building the methodological skills necessary to conduct FSR/E within a national progan context. The Gambia course followed two previous FSSP sponsored training activities in the country. The first was a regional orientation workshop and the second was a week-long course focused on the design and analysis of on-face research. Each of the earlier workshops and the more recent three-week regional course incorporated participants from the various netw~Jork organizations such as bQAFSRNJ, SAFGRAD, IITA, and the emerging West African Integrated Livestock Cropping Systems Network. An interface with CRSP institutions is expected in the future. Participation in the second regional course, to be held in Mali, will come primarily from Mali, Mauritania, Niger, Togo, and Burkina Faso. Other countries in the region have been invited to send participants also. Rwanda is also expected to send two or three participants. For these countries, the sc~egional course can serve as a complement to thefdevelo~pment of national training strategies and plans to which FSSP materials and training support can be directed. As an example, the Niger participants will host a symposium for the region early in 1987 to discuss further methodological experience and needs. ~i~s- can be used to further strengthen the training--program. Following this symposium a major three week methodology orientedrshort course will be given only to individuals in Niger. The Mauritania program anticipates a number of :training efforts surrounding the USIAD bilateral contract led by the- University of Arizona. The FSSP has provided orientation and training assistance to the University of Arizona on preparing for this major and important bilateral activity. Follow up work will occur with the team in the field along with contribution of materials and support for a continual short tenm training effort. In Mali, the FSSP has been involved since the inception of the design effort for the present USAID contract led by Auburn University/SECID. Orientation of design teen members, implementation team members, and now plans for future training efforts are well underway. These will complement the regional program as well as be specific to national program needs. Also, the.,FSSP has provided to Mali an MSTAT training course in statistical methods particularly oriented to farming systems research and extension. Through support from FSSP to Michigan State University, one of the FSSP support entities, the materials for the MSTAT effort were further refined and translated to French, and tested in courses such as this one. Now information on MSTAT and its applications is available on a broad scale basis to West Africa and the rest of the world. The FSSP has fostered a working relationship and collaborated in a number of activities with the major International Agricultural Research Centers. FSSP is currently working with the IARC and other major research' network groups in Africa, such as CRSPs, WAFSRN, and SAFGRAD and IARCs, to inform them of training programs and to collaborate with their training efforts. Other donors such as IDRC and World Bank have become familiar with the training approach of the FSSP -nxt are considering possible future collaboration. Private voluntary organizations will also be contacted concerning training information. All collaborating groups and institutions can contribute to the training units and the continuing learning process of synthesis and analysis established through the FSSP training program. This approach will be followed in 1986 and 1987 as the materials and training experiences are evaluated in direct use. A NAPTIONUAL TRAINING STRATEGY FSSP training funds are strictly limited to materials development and delivery at the regional level and have been budgeted accordingly through the end of the project. Due to budgetary cuts, the FSSP does not engage in training activities at a national level unless the funds for such an activity are provided from the national program or another donor source such as an AID mission or project. However, the FSSP experiences in the region provide good indications of how a national program might develop a training strategy designed to introduce the FSR/E concept and train a critical mass of practitioners in order to initiate FSR/B activities. Such a strategy is envisioned as having four stages, each of which is briefly described below. 1. Orientation During this stage the national program would seek (either internally or externally) experienced expertise tortead a short workshop (4-5 days maxirmum) which would focus on the basic concepts and philosophy of FSR/E combined with some selected skills in diagnosis antdedesign. The goal of such a workshop is to develop verbal ability on the subject among a broad range of key indivi- duals in research and extension, as well as management and administration. In many respects, this type of workshop can be designed for participants to begin to develop a concensus on what the national definition and framework for FSR/E will be. It is also a time for conflict to be constructively handled in order for working and communication relationships to be established, especially across disciplines or even ministries, where little cross-over may have occurred in the past. 2. Structured Networking Following national level orientation (one or several workshops or discussion sessions), a national program can selectively and strategically encourage future practitioners to visit other more experienced practitioners by sending them to participate in regional, cross-country or international FSR/E networking workshops and symposia. Exchanges of personnel with projects of greater depth of experience can also be arranged. The purpose of such structured exchange is to solidify the context and application of FSR/E by allowing practitioners to "see for themselves" or hear others describe their experiences and results. This helps people to understand how FSR/E might serve their own needs and purposes, and begins to "internalize" the concepts and processes. 3. Training in Methodological Skills Following stage two, national program leaders should be able to identify key individuals who are interested and capable of beginning FSR/E work widain specific regions of the country or in collaboration with on going agricul- tural development activities. It is best to begin small, and grow as the level of experience develops and the numbers of trained practitioners increases. The selected individuals should then receive intensive training in the methodological skills necessary to begin farming systems activities. They can be sent to a regional course, such as the one described above, or the national program may decide to hold such a course in country in order to train a larger "critical mass" at one time. Initially, outside training expertise will be needed to design and run such a course. It is important to train at least a small group to begin with so that they can train the necessary interdisciplinary teams to conduct field work, and to be able to have colleagues with whan to discuss practical and theoretical aspects of their work. Training only one or two individuals and expecting them to provide all of the training and stimulation for a national program is insufficient. Part of developing a national training strategy is developing an indigenous capacity and by institutionalizaing the training process. 4. In-Service Training After practitioners-have begun to implement FSR/E activities, based on the skills learned in the training course, they will need further training on specific subjects. These are best dealt with in the context of their actual on going work. For example, novice practitioners may wish to improve their skills in conducting diagnostic surveys. Outside expertise can be brought in to work with the pract~it~i-oners as they engage in an actual diagnostic subveiy in a targeted work armsi-r Similarily, expertise can be brought in again t~o deal with design issues statistical analysis, socioeconomic analysis occathe conduct of on-fars trials. In many ways, this stage resembles the "call system" established by CIMMYT in East and Southern Africa, and reinforces the hands-on aspects of FSRdE. FSSP has assisted projects in this fashion on a number of occasions, for example, by providing expertise needed for conducting diagnostic surveys (Liberia 1984) and designing on-farm trials (Gambia 1985, 1986). The four stages described above maug or may not occur in the sequence listed, however, a national program should determine what kind of sequence would best suit its specific needs. This underlines the need for national programs to be able to call upon outside expertise to assist them in assessing their training needs and designing an appropriate strategy to address them. Such expertise should have a certain "neutrality" regarding priority commodities or agroecological settings in order to honestly help national programs assess their needs and not just those of donor or international entities. FUTURE DIRECTIONS In order to provide continuity in the training initiatives which have been set in motion by FSSP, the following directions need to be pursued. 1. Institutionalization of the Regional Methods Course in English and Frenh Iely, ths process col ollow temdldvlpdb h University of Zimbabwe which serves the basic training needs for that region. It has been suggested by numerous FSR/E practitioners (and most recently by IDRC Canada) that Cameroon, and in particular, the University Centre at Dschang', would offer an excellent setting for such a course- to be offered biannually in the region in both English and French. It would be feasible for Cameroon to develop a "center of FSR/E expertise" which could be drawn upon by- other countries in the region. It should be noted that the "Lagos Plan" recommends cooperation among African States to develop specialized regional and subregional training centers to complement national programs. 2. Training-for-Trainers. It is essential that the trainer base be broaenedin the region in order for practitioners at the technical, field level to also begin to also receive training. Though training at the regional level would be one of the basic components of the training strategy, internal expertise in training is necessary to insure continued development of practitioners, and to begin the process of translating the experiences of national programs themselves into training lessons for others. 3. Continued Refining and Developing of Materials. Translating the experiences of national programs into training materials is a needed activity in the region. In addition, existing materials need adaptation in local ccontextsi-- They also need modification to local vernacular and communication. Materials must be taken to a level where field workers with little formal education can be trained to play a larger role in the development of appropriate technology. It appears essential that some structure, whether similar or-not to FSSP, needs to be maintained in the region to support or conduct these activities on an on going basis. rh FSSPtbbieves that its training program has a good sokid foundation but that it..isem:nly a beginning. The training units have begunwa synthesis process cand-ill continue to be changed significantly. Their only credible evaluation-will come from their ability to stimulate modifications in their use and implementation. FSSP expects that changes will be necessary on a continuing,.basis both to refine and revise the contents in .terms of methodological concerns but also in tailoring specific units to the interest of national program. The current format and approach embodied towards training are a basis for stimulating new thought and encouraging development of methodology for further addressing adaptive research issues. A central point of coordination and development such as the FSSP will be necessary to facilitate the process if it is to continue. There are strong positive linkages between the FSSP training strategy for Africa and the USAID "Plan for Supporting Agricultural Research and Faculties of Agriculture in Africa." Most important of these is that- the USAID Africa Strategy is dependent on a minimanm capacity in all countries to test new or modified technology, make appropriate adaptations, integrate it into the farming systems of the various geographical areas, and provide feedback. These processes are precisely the functions of FSR/E and the FSSP training program supports national efforts to build their minimum essential capacity. FSSP's materials and program are to the point at which its support can be substantial . In addition to specific training support, FSSP has gained a significant. experience in networking (a special, recurrent formal of training) and has a considerable potential to contribute to the networking component of the USAID African Strategy. Up to now, FSSP has had to take the initiative in its networking efforts but is perfectly able and willing to respond to USAID) and the Africa Bureau leadership in future networking efforts. |