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GULU UNIVERSITY
Tel: 0471-4 32518 P. O. Box 166 Gulu, Uganda

FACULTY OF AGRICULTURE AND ENVIRONMENT

CAPACITY BUILDING OF NATURAL RESOURCE WORKERS FROM S.SUDAN AT

GULU UNIVERSITY

Funded by the Borlaug Institute

Implemented by Agribusiness and Technology Consult Ltd (ATEC), Gulu University

TRAINING REPORT

Agribusiness and Technology Consult; Faculty of Agriculture & Environment, Gulu University, Uganda, 2013
 Table of Contents
Table of Contents ............................................................................................................................. 2

1.0 Introduction ................................................................................................................................ 6

1.2 Objectives ............................................................................................................................... 6

1.3 Participants ............................................................................................................................. 6

1.4 Modules delivered .................................................................................................................. 7

1.5 Approaches used ..................................................................................................................... 7

2.0 Training in Horticultural Crop Production ................................................................................. 8

2.1 Introduction ............................................................................................................................ 8

2.2 General nursery establishment and management ................................................................... 8

2.3 Recommended vegetable agronomic practices ....................................................................... 8

2.3.1 Tomato production ........................................................................................................... 9

2.3.2 Eggplant Production......................................................................................................... 9

2.3.3 Cabbage and Kale/collard Production ........................................................................... 10

2.3.4 Onion and carrot production .......................................................................................... 10

2.3.5 Okra and Kudra production ........................................................................................... 11

2.3.6 Citrus productions .......................................................................................................... 11

2.4 Crop rotation ......................................................................................................................... 11

2.5 Mechanization for horticultural crops .................................................................................. 11

2.6 Integrated Pest Management strategy ................................................................................... 12

2.7 Timely harvesting and post-harvest handling of vegetable .................................................. 13

2.8 Seed Selection, Dressing, storage, and quality ..................................................................... 13

2.9 Assessment ........................................................................................................................... 13

3.0 Training in Poultry Production and Management .................................................................... 14

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 3.1 Introduction .......................................................................................................................... 14

3.2 Poultry Rearing and Housing System ................................................................................... 14

3.3 Brooding ............................................................................................................................... 14

3.4 Feeds and Feeding ................................................................................................................ 15

3.5 Detection and management of infectious bronchitis, Newcastle and Gumboro diseases ... 15

3.6 Detection and management of other poultry diseases .......................................................... 16

3.7 Vaccination of poultry against fowl pox and fowl typhoid .................................................. 16

3.8 Other good management practices ....................................................................................... 16

3.9 Egg production and Egg Quality assessment ....................................................................... 16

3.10 Evaluation on Poultry production ....................................................................................... 16

4.0 Training in Field Crops Agronomy .......................................................................................... 17

4.1 Introduction .......................................................................................................................... 17

4.2 Overview of field crop husbandry practices ......................................................................... 17

4.2.1 Agronomy of Maize and sorghum ................................................................................. 18

4.2.2 Agronomy of Beans ....................................................................................................... 18

4.2.3 Banana production ......................................................................................................... 19

4.2.4 Sweet potato production ................................................................................................ 19

4.3 Post-harvest system of cereals and legumes ......................................................................... 20

4.4 Conservation farming ........................................................................................................... 20

4.5 Integrated pest management ................................................................................................. 21

4.5.1 Pest identification and safe pesticide handling .............................................................. 21

4.6 Field Excursion to Ngetta ZARDI ........................................................................................ 22

5.0 Training in Forage Production and Management ..................................................................... 24

5.1. Introduction ......................................................................................................................... 24

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 5.2 Principles of forage/grassland production ............................................................................ 24

5.3 Techniques of improving natural grasslands ........................................................................ 24

5.3.1 Establishment and management of a Napier grass fodder bank .................................... 25

5.3.2 Establishment and management of other grasses ( Guinea grass, thatch grass etc) ....... 25

5.4 Production of multipurpose tree species (Calliandra/Leucaena/Sesbania & Gliricidia) ...... 25

5.5 Production of forage legumes ............................................................................................... 26

5.6 Establishing grass-legume forage mixture ........................................................................... 26

5.7 Silage making ....................................................................................................................... 27

5.8 Hay making........................................................................................................................... 27

5.9 Forage conservation assessment ........................................................................................... 28

6.0 Training on Tropical Forest and Non-Wood-Forest Plants Production ................................... 29

6.1 Introduction .......................................................................................................................... 29

6.2 Wood tree nursery establishment and management ............................................................. 29

6.3 Woodlot establishment and management ............................................................................. 30

6.3.1 Propagation and management of Grevillea, Teak and Pine plantation .......................... 31

6.3.2 Propagation and management of Musizi, Mahogany and Eucalyptus ........................... 32

6.4 Field excursion to a teak plantation and pine nursery .......................................................... 32

7.0 Training in Animal Production And Management ................................................................... 34

7.1 Introduction to Cattle production ......................................................................................... 34

7.1.1 Milk production and routine farm practices ................................................................... 34

7.1.2 Routine farm practices and animal health ...................................................................... 34

7.1.3 Specific cattle diseases ................................................................................................... 35

7.1.4 Other common cattle diseases ........................................................................................ 35

7.1.5 A field visit to a cattle ranch in Paicho sub-county ....................................................... 35

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 7.2 Introduction to goats and Sheep Rearing .............................................................................. 36

7.2.1Treatment of clinical infections in goats ......................................................................... 36

7.2.2 Identification of internal goat parasites and other infections ......................................... 36

7.3 Farm structures .................................................................................................................. 37

7.4 Assessment of trainees in animal production and management ....................................... 37

8.0 Training in Extension and Communication Skills ................................................................... 38

8.1 Objectives of the training ..................................................................................................... 38

8.2 Expected results .................................................................................................................... 38

8.3 Progress of training ............................................................................................................... 38

9.0 Training in Farm Management ................................................................................................. 43

9.1 Introduction .......................................................................................................................... 43

9.2 Training progress .................................................................................................................. 43

10.0 Training Evaluations and Closure .......................................................................................... 47

10.1 Training Evaluation ............................................................................................................ 47

10.2 Closure of the Training ....................................................................................................... 48

11.0 Conclusions and recommendations ........................................................................................ 49

11.1 Conclusions ........................................................................................................................ 49

11.2 Recommendations .............................................................................................................. 49

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1.0 Introduction
This training report is from the three months training of Natural Resources Workers from Jonglei
State, South Sudan. The trainees were picked from Dr. John Garang Memorial University of
Science and Technology (JGMUST), Ministry of Agriculture and Ministry of Livestock. The
training was conducted between May 4, to July 27 2013 at the Faculty of Agriculture and
Environment, Gulu University.

1.2 Objectives
The Objective of the training was to equip Staff of the Dr. John Garang Memorial University of
Science and Technology and Ministry of agriculture and Livestock with general skills in
agricultural production. Specifically, the training aimed at equipping participants with skills in:
a. Farm management & Agricultural Extension and Communication
b. Animal production, heath, nutrition, disease diagnosis, &treatment.
c. Poultry production & management.
d. Tropical forest and non-wood forest production
e. Forage production and preservation
f. Field crop husbandry
g. Horticulture Production

1.3 Participants
Five participants attended this training, one from the Ministry of Livestock and Fisheries, two
from the monitory of Agriculture and forestry and two from JGMUST. Details of participants are
presented in the Table 1.
Table 1: Training Participants
No. Name Sex Institution County
1 Othow Okello Oman Male Ministry of Livestock & Akobo
Fisheries
2 Obang Ojullu Okello Male Ministry of Agric. & Akobo
Forestry
3 Elizabeth Lemon Othow Female Ministry of Agric. & Pochalla
Forestry
4 David Chol Nhial Male JGMUST Pochalla
5 Abraham Nhial Kuol Akech Male JGMUST Bor

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1.4 Modules delivered
Seven modules were delivered during the 12 weeks of training and these were:
i. Farm management & Agricultural Extension and Communication
ii. Animal production, heath, nutrition, disease diagnosis, &treatment.
iii. Poultry production & management.
iv. Tropical forest and non-wood forest production
v. Forage production and conservation
vi. field crop husbandry
vii. Horticulture Production
A copy of the general training program is provided in appendix I

1.5 Approaches used

Bearing in mind the low education levels of the trainee, their interest in practical/hands on skills,
their previous experiences and their level of understanding of English, as a language of
instruction, the training was designed to have more practical and direct approach to show and
impart the necessary skills to the participants without complicating the training process.
Approached used included group discussions, group tasks, motivational talks, field trips,
experience sharing and lectures.

At the beginning of each module a pre-training assessment was done to assess the participants’
level of understanding and expectations from the module. This then set the tone and helped the
facilitators to tailor the training to meet the expectations of the trainees. This was helpful as it
guided the facilitators in setting the tone for the training to enable the participants grasp the
basics concepts in each of the training modules.

The following sections now describes the progress of the training module by module

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2.0 Training in Horticultural Crop Production

2.1 Introduction
This training on horticultural crop production started with a discussion on what constitutes
horticulture and why it would be important to promote horticulture in South Sudan. Participants
then highlighted specific horticultural production and marketing challenges from Akobo,
Pochalla and Bor in Jonglei State, South Sudan. This was followed by a guided discussion about
possible solutions to the aforementioned challenges. The training then proceeded with specific
topics in vegetable production as highlighted in the following sections

2.2 General nursery establishment and management

Training in nursery establishment and management involved both theory and practical sessions.
Participants were briefed on the importance of nursery bed, site selection, and general nursery
management practices before they set up nursery beds and sowed onions, cabbage, kale, tomato,
and egg plants. These beds were then mulched and watered. The management of these nurseries
became a daily learning and point for the trainees as they had to carry out the nursery
management operations everyday (early morning and late afternoon).

A facilitator (middle) demonstrates to the Participants estimating sowing depth using A participant (David) watering a
trainees how to level a nursery bed their fingers planted and mulched nursery bed

2.3 Recommended vegetable agronomic practices

Trainees were informed that timely and good seed bed preparation was the first step towards a
good harvest. Other topical issues included seed selection and quality control, timely planting,
weed control methods and soil and water conservation measures. The training then proceeded
with recommended agronomic practices for different vegetables.

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Later, three skills in the agronomy of vegetables were imparted; first, participants were taught
how to determine their pace factors. This is a technique that can be used to estimate land area in
the absence of measuring instruments. Trainees then learnt about field setting and proper seed
bed preparation.

A participant (Elizabeth) determines her pace factor as colleagues look on (far left) and training participate in field setting
and seed bed preparation
2.3.1 Tomato production
Following the general introduction to vegetable production, the third day of training was assigned
to the specific agronomy of tomato. Participants were introduced to common tomato varieties
such as Roma, Money maker and Heinz which have different agronomic characteristics.
Facilitators emphasized the need to select drought/ heat tolerant varieties of tomatoes in hot areas.
Other husbandry practices discussed included transplanting of tomatoes, correct spacing, staking,
pruning, and weeding and fertilizer application.

Participants removing grass in order to Participant pruning their tomatoes four A facilitator explains the importance
harden off their tomato seedlings weeks after transplanting of staking tomato to the trainees

2.3.2 Eggplant Production

In the afternoon, the center of attention was on egg plant production, trainees were given two
varieties of eggplant (black beauty and long purple) in order to contrast their characteristics.
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Participants were informed that these two crops share common husbandry practices such as
weeding, mulching, and pruning. However, the spacing of egg plant was different from that of
tomato. These two crops should not follow one another in a crop rotation because they require
similar nutrients and share common pests and diseases.

2.3.3 Cabbage and Kale/collard Production

The agronomy of cabbages and kale also known as “sukuma wiki” were covered on the fourth
day because both crops have many similar agronomic requirements but with few differences. The
facilitator emphasized that Kale/collard were more sensitive to nutrient deficiency, has a shorter
maturity period, and does not have the usual close-knit core of leaves like cabbage. These two
crops should not follow one another in a crop rotation system because they share common pests
and diseases. A field excursion was organized in the afternoon to enable participants identify
common pests and nutrient deficiency syndromes in a Cabbage field.

Participants scouting for cabbage pests Some of the pests identified on the kale and cabbage plants

2.3.4 Onion and carrot production

Onion and carrots were the only root crops covered under horticulture. The facilitator presented
the common characteristics of onions and carrot varieties that are common in the market before
covering the specific agronomy of the two crops. He emphasized that carrots should be sowed
directly in raised beds with fine soil to minimize incidences of forked roots and that the bed
should be watered consistently to promote germination.

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 Participants transplanting onions Participants hand-picking weeds An established onion garden one month after
from their onion field training

2.3.5 Okra and Kudra production

The morning training was a field based session in which agronomy of okra was covered.
Participants then planted okra in a 10m* 10m plot. The facilitator underscored the importance of
short harvest interval as this practice increases the okra yield. Pod borer and powdery mildew
were some of the common pest and diseases encountered.

2.3.6 Citrus productions

The training on citrus production was conducted from the citrus orchard within the University
premises. Using Washington Navel and Valencia as key citrus varieties, the facilitator discussed
general agronomy of citrus which included rootstock development, grafting, budding, field setup
and management and fruit harvesting. The training also emphasis skills in the construction of
humidity chamber, budding and grafting techniques.

2.4 Crop rotation

The concept of crop rotation was discussed as an approach geared towards sustainable
management of soil fertility, pests, and diseases. Each participant designed a crop rotation plan
for five vegetables (Tomatoes, Cabbage, Okra, Carrots, eggplant) and presented in a plenary
session.

2.5 Mechanization for horticultural crops

An afternoon excursion was organized with the key objective of exposing participants to various
water management innovations in a horticultural farm. Some of the innovations included a drip
irrigation system inside a greenhouse in which green pepper and tomato were grown. This field
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visit was also used as an opportunity to learn about agronomy of green pepper. The facilitator
advised that for resource constraint farmers, plastic bottles with holes at the bottom could be used
as pro-poor drip irrigation system.

Green pepper under irrigation inside a Irrigated tomato inside a greenhouse Cabbage under channel irrigation
greenhouse

2.6 Integrated Pest Management strategy

During this morning session, participants learnt some of the key principles governing IPM.
Participants were encouraged to use two or more complementary methods of pest management.
In every case, the net effect of such approach should maximize crop protection but minimize cost
and negative environmental effects. A discussion of the various pest control measures including
biological, cultural, physical, and chemical then followed.

In the afternoon, participants then studied different types of pesticides and how to apply or store
them safely. They were encouraged to always take safety measures in order to safeguard human
health and environment.

Participants learnt about types of pesticides, their application, and safe handling Skills
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2.7 Timely harvesting and post-harvest handling of vegetable
Training in post-harvest losses was based on individual discussions where participants were
given different topics to prepare and present in a plenary session. The topics for discussion range
from causes of post harvest losses in vegetables, to how farmers handle and preserve their
vegetables. The facilitator only provided technical guidance and later linked the general
discussion to the horticultural post-harvest systems. Emphasis was put on the fact that post-
harvest loses can constitute up 90% of yield losses in vegetables.

2.8 Seed Selection, Dressing, storage, and quality

The afternoon session was reserved for seed technology. Specifically, the audience participated in
the discussion of what constituted a seed, its selection, dressing, and storage. Participants
observed that lack of quality seeds was one of the key challenges facing horticultural production
in S. Sudan. Using a simple practical guide, they then learnt about seed extraction and
preservation. This became the key learning point for this afternoon.

Participants learnt about the seed extraction and A participant extracting tomato Extracted vegetable seeds being dried
conservation process. seeds

2.9 Assessment
The assessment for this module was a combination of oral and written examination in which
candidates responded to several questions selected from different areas of the course. Diseased
plant samples and specimens of insecticides, fungicides, and herbicides were also presented to
candidates and specific questions asked to assess their knowledge and skills. An assessment of
how each candidate had managed his/her individual field, grafted citrus and extracted seeds were
also made.

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3.0 Training in Poultry Production and Management
3.1 Introduction
The training in poultry production was design in such a way that trainees were able to raise day old
broilers to market weight. Being a skill which is learnt by doing, this approach was thought of because it
gave participants real hands on experience in poultry rearing. The training in poultry production therefore
ran for eight nine weeks in total, with 2 weeks of intensive training and seven weeks of management
practical and practice. In the course of this training each participant had a schedule of practical time when
they were expected to perform specific management practices such as feeding watering, diseases
identification and treatment and cleaning.

The training started with the general overview of poultry breeds and types and reasons why people keep
poultry. Later in the day, poultry enterprise was compared with other enterprises. In the afternoon,
participants discussed the general challenges faced by poultry farmers. This was followed by a discussion
on the different types of poultry record keeping. The day was concluded with practical exercise of sexing
poultry.

3.2 Poultry Rearing and Housing System

During the second day of training in Poultry production, trainees embarked a practical exercise of
determining floor space requirements for broilers and layers of different age categories. This event was
followed by a discussion about different poultry house designs. A field visit was organized in the
afternoon to expose trainees to different housing systems.

3.3 Brooding
The third day of training was a practical day in which participants prepared a poultry house for receiving
day old broiler chicks. Key activities included cleaning the room, laying litter, heating the room and other
brooder arrangement.

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 Training in poultry production involved raising day old chicks to marketing

3.4 Feeds and Feeding

The morning session started with a discussion about poultry feeding. Participants were informed
that different birds have different nutrients requirements. Therefore, poultry are fed with different
types of feeds which included chick-duck mash, broiler finishers, growers mash and laying mash.
In the afternoon, participants formulated poultry feed using local feed ingredients and received
day old chicks for rearing.

Trainees were taken through practical steps in poultry feeds formulation and mixing
3.5 Detection and management of infectious bronchitis, Newcastle and Gumboro diseases

Early detection of poultry diseases is key to successful disease management. This morning, participants
examined key clinical signs of Newcastle disease, Gumboro diseases and infectious bronchitis and
discussed possible causes and how to treat them.

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3.6 Detection and management of other poultry diseases
Following the previous day’s exercise on poultry disease management, participants learnt about
identification and management of five new poultry diseases. These diseases included Marrecks
Disease, Coccidiosis, Fowl typhoid, Fowl cholera, Pullarum Disease and worm burden.

3.7 Vaccination of poultry against fowl pox and fowl typhoid

The seventh day of this training concentrated on vaccination of poultry. Participants engaged in practical
exercise where each person vaccinated four birds against fowl pox and fowl typhoid. They also prepared
foot bath and learnt about control of human and vehicle traffic in the farm.

3.8 Other good management practices

All poultry farmers are always faced with the challenges such as management of stress and vices such as
cannibalism in their flocks. This morning session was used to discuss the causes and signs cannibalism
and other vises. In the afternoon, each participant learnt how to debeak and deworm poultry birds.

3.9 Egg production and Egg Quality assessment

On the second last day of training, participants learnt about the egg production cycle and egg composition.
Some of the key skill imparted during the afternoon session included egg candling, selection of eggs for
incubation, grading and storage of eggs for marketing.

3.10 Evaluation on Poultry production

This assessment was a written examination in which candidates responded to several questions
selected from different areas of poultry production and management which they had learnt. Along
the course of the eight weeks, trainees were also assessed as they performed the different poultry
rearing activities such as feeding, watering, disease identification, and general hygiene
management in a poultry house.

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4.0 Training in Field Crops Agronomy
4.1 Introduction
The module on field crops was meant to impart skills in the production of annual crops such as
maize, beans, sorghum, sweet potatoes, and cassava which are the major field crops in South
Sudan as well as in Uganda. The training started with an overview of the scope, importance, and
potential of field crop husbandry in South Sudan. This interactive session enabled participants to
identify specific cases of field crop production challenges and how to overcome production and
marketing challenges in Jonglei State. Drought, pests, diseases, nutrient deficiency, lack of
improved seeds was some of the key production challenges discussed. Marketing constraints
included bad road networks and low purchasing power among potential customers.
An eye opener session was conducted to enable participants to identify common production
challenges (pests, diseases, and soil related constraints) in the nearby fields and to compare it
with the challenges in their home country.

4.2 Overview of field crop husbandry practices

The second day of this module was used to introduce participants to best agronomic practices in
field crops production. The need for early land and seed bed preparation and agronomic practices
that conserve soil and water conservation resources was discussed. Other key agronomic
practices included proper seed selection and quality control. Key skills imparted included field
setting, estimation of planting depth using finger method. Other key agronomic practices
discussed included cultural weed control methods.

Trainees setting their field A participant (right) interacts with a member Management of nozzles during
from the engineering group on how to herbicide application
construct soil bunds

In the afternoon, participants discussed the suitability of using selective and non selective
herbicides. This was then followed by practical application of the herbicides to different types of

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weeds at different maturity stages. This was a deliberate effort to enable participants appreciate
variation in the level of effectiveness of the herbicide on different weeds.

The rest of the training then focused on the specific agronomy of field crops including cereals
and legumes as presented below

4.2.1 Agronomy of Maize and sorghum

Participants were taken through the agronomy of common cereals including maize and sorghum,
This early morning session was basically interactive with participant coming up to explain their
normal practices in the cultivation of these crops and the facilitators giving technical
backstopping where necessary. The importance of selecting drought tolerant and early maturing
cereal varieties was discussed.

Trainees inspect planted maize field to identify common diseases and agronomic practices

4.2.2 Agronomy of Beans

On the fourth day of training, participants were taken through the agronomy and varieties of
different beans. Participants were informed that beans was a food security crop that grows on a
wide range of soils but are prone to drought especially at flowering stage. Drought tolerant,
disease resistant and early maturing varieties such as NABE4 and NABE15 could yield up-to
100kg/ha if correct seed rates and other good management practices such as weeding were
adhered to. The morning class was followed by a practical session during which trainees planted
beans in their field.

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Trainees inspecting their bean field one month later Two participants explaining the agronomy of beans to their
Guest on the final day of the course

The training in the agronomy of cereals and legumes comtinued on the fifth day where trainees
planted maize (Longe 4), sorghum (Sekedo and Epuripur) and soya bean. Key skills imparted
included line planting, spacing, and estimation of planting depth.

4.2.3 Banana production

The training on banana production took trainees through key steps in banana production. A lot of
emphasis was put on maintenance of three pseudo-stems per stool through the de-suckering
process and conservation of soil moisture through mulching.

A facilitator demonstrating to participants the de-suckering process (left) and trainees take notes on banana
production (right)

4.2.4 Sweet potato production

Participants were introduced to common varieties of sweet potato on the market, soil
requirement, seed rate, cutting length and spacing. Participants were particularly very interested
in the orange-fleshed sweet potato varieties (OFSP) and would wish to introduce OFSP in Jonglei
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state. They were told that these OFSP varieties were very rich in Vit A, B, C and E; high in fibre
content and could be processed into various products which fetch high prices (reduce cost of
making products by substituting wheat flour). These varieties could be harvested in three months
under proper management.

Trainees were introduced to rapid multiplication technique which allows sweet potato vine
producer especially in dry regions to multiply sweet potato vines within three weeks of the onset
of rains.

Trainees were introduced to different sweet Trainees set rapid orange-fleshed OFSP multiplication site after four
potato varieties and management practices sweet potato vine multiplication unit weeks

4.3 Post-harvest system of cereals and legumes

In the afternoon, participants were introduced to post-harvest systems of cereals. Participants
discussed the various causes of post harvest losses in cereals and legumes and how to address
these problems in order to ensure safe and quality food for population.

4.4 Conservation farming

In the afternoon, the concept of conservation farming in dry agro-ecological zones was
introduced. These techniques incorporate simple practices such as mulching, minimum tillage
and crop rotation in order to conserve soil and water resources. Later on, participants visited a
farmer practicing conservation farming.

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 Participants visited bean and maize fields under conservation farming
4.5 Integrated pest management
The concepts and principles of Integrated Pest Management and pest control were introduced to
participants on the seventh day of training. Further discussions centered on types of pesticides,
pesticides application, storage, and safe ways of handling pesticides so as not compromise human
health and environment.

Participants were introduced to different types of pesticides A farm manager briefing trainees before
they could spray his crops
4.5.1 Pest identification and safe pesticide handling
The afternoon session was used for field pest identification, pesticide handling before, during and
after spraying.

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Participants were introduced to the Trainees formulating bio-pesticide from neem leaves
concept of bio-ration formulation

The training session focussed on the theoretic principles governing bio-pesticide formulation.
Participants then formulated an organic pesticide using neem and garlic. Neem tree was chosen
as an ingredient because it is quite common in Jonglei State. Participants were very interested in
this innovation since it uses readily available material such as neem instead of relying on the
inorganic insecticides which are expensive and not easily available back home.
4.6 Field Excursion to Ngetta ZARDI
A one day field excursion to Ngetta Zonal Agricultural Research and Development Institute
(ZARDI) in Lira District was organized so as to concretised the skills that had been acquired in
field crops agronomy as. Basic agronomy of cassava, simsim, and sunflower was covered. This
was also an opportunity to introduce participants to the different varieties and innovations at the
centre.

Cassava varieties Simsim production Sunflower variety evaluation at Ngetta Zonal

Agricultural Research & Development
Institute

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In the afternoon, participant visited the national conservation farming initiative where they introduced to
tools and equipments that are used to achieve minimum tillage under conservation farming.

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5.0 Training in Forage Production and Management
5.1. Introduction
Forage production is an essential requirement in every livestock industry. The first day of the
training in forage production was designed to create awareness about key forage crops and their
importance, and to analyze general forage production challenges in South Sudan. Drought, lack
of improved seeds, production skills and communal grazing were some of the challenges
highlighted. The afternoon practical session was used to introduce several forage grass species to
the participants.

Participants collected many pasture grass species from the field in consultation with the facilitator

5.2 Principles of forage/grassland production

Forage like any other crop needs a well prepared field with adequate levels of nutrients and
moisture and all other agronomic principles should be adhered to in order to improve yield. Some
of the grassland production principles covered included timely plant and weed control. The
afternoon practical session included pasture weed identification and control and field setting.

5.3 Techniques of improving natural grasslands

All natural grasslands have inherent limitations as far as forage supply is concern. It is therefore
important for livestock specialists to acquire forage improvement skills. Some of the key
techniques covered included use of vegetative propagation method, ground planning, fencing,
bush control, weed management, over-sowing and establishment of a fodder bank.

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 Participant learnt about forage ground planning and vegetative propagation method

5.3.1 Establishment and management of a Napier grass fodder bank

Cattle farmers all over Africa are often faced with shortage of feeds during the dry season. A
fodder bank is therefore a necessity especially for dairy farmers. Napier grass was used in this
training as a fodder species which could be established. Participants learnt about seed selection,
planting and management of Napier grass. The afternoon session was reserved for field
preparation and establishment of Napier grass.

5.3.2 Establishment and management of other grasses ( Guinea grass, thatch grass etc)
Congo signal grass, Guinea grass and Rhodes grass are some of the pasture grasses recommended
for tropical region. Unlike Napier grass, their agronomy and grazing management was discussed.
The afternoon practical session involved establishment of guinea grass and Mulato.

5.4 Production of multipurpose tree species (Calliandra/Leucaena/Sesbania & Gliricidia)

Calliandra and Leucaenae are important multipurpose tree species that are primarily planted on
many dairy farms to provide fodder to animals. These two species were covered together since
they share many agronomic requirements such as soil, spacing, weed management and manure
application rates. The key learning point for this morning session was the identification of unique
differences between Calliandra and leucaena seeds. Participants were told that the same
principles used in the production of Calliandra could be used in the production of Sesbania or
Gliricidia

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5.5 Production of forage legumes
In the afternoon, participants were introduced to four new forage legumes. These were Lablab,
Desmodium, Siratro and Centro. The afternoon discussed centered on the agronomic
requirements of these legume, and how to establish each as a single crop. Participants were then
trained on how to identify these legume seeds in order to guard against unscrupulous seed dealers
in the market.

Participants compared seeds of Lablab, Desmodium, Siratro and Centro

5.6 Establishing grass-legume forage mixture

On the fifth day, the participants learnt about the roles of grasses and legumes in pastures and
how to establish a well balanced grass-legume mixture. Participants were told that animals need a
balanced source of energy and protein that come from grasses and legumes respectively.
However, not all grasses are compatible with legumes. The key learning point during this
morning session was matching grass species to compatible legume species.

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Participants learn about recommended grass- Some of the legumes and grasses covered during the training
legume mixture in pasture

In the afternoon, the discussion centered on potential nutritional risks that animals face when they
are fed on excess forage legumes, key symptoms and how to manage.
5.7 Silage making
Forage conservation is an essential animal feed security measure undertaken in a livestock farm.
In this course, all aspects of silage making and feeding to animals were covered both in theory
and practice. Participants were surprise to learn that silage could be made even from maize.

Trainees were taken through the process of silage making (cutting, compaction and storage)

5.8 Hay making

On the last day of training, participants covered the hay making as the last aspect of forage
conservation. It all started with the construction of hay boxes. This was followed by cutting and
drying of grasses which were later baled by each participant.

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A participant (Abraham) poses with grass for hay making before wilting it in the sun A participant explaining the process of
hay making to the Guest of honor

5.9 Forage conservation assessment

The assessment comprised of a 40 minutes written session and an oral session/ practical session.
The practical session required a candidate demonstrate or explain some key skill acquired during
the training.

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6.0 Training on Tropical Forest and Non-Wood-Forest Plants Production
6.1 Introduction
The first day of training on tropical forest and non-wood forest production started with an open
discussion about the different types of tropical forest with a biased towards tropical forest and its
commercial and environmental values. Although participants were able to identify some wood
tree species, very little was mentioned about non-wood forest production and agro-forestry. This
discussion opened way for the facilitator to provide some technical insights into the new
dynamics and direction in tropical forestry and non-wood forest production.

Participants were introduced to tropical forestry and common tree species

In the afternoon, participants were taken through the stages involved in the establishment of
forest plantation. Participants were told that collection of quality tree seeds is a planned process
and that different methodologies should be used on different tree species. Subsequent discussion
focused on seed extraction and processing, seed storage and viability test.

6.2 Wood tree nursery establishment and management

The key learning thrust for the second day of training was to acquire knowledge and hands-on
skills in tree nursery bed construction and maintenance. Participants built on previous nursery
management skills they had acquired through vegetable nursery construction and maintenance
while the facilitator only highlighted key features which are unique to tree nursery operation. Soil
mixing and potting of seeds were some of key skills imparted.

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A participant (David) rests after sieving and mixing soil Other participants enjoying potting before planting pine and grevillea seeds

The key theme of the afternoon session was timely planting and maintenance of appropriate tree
species. The facilitator emphasized the need to plan for different plantation activities while
considering various ecological and market factors. Adding that tree species have different site
requirements and any site-species mismatch would lead to economic failures. Participants were
then facilitated to profile different annual plantation activities and site requirement for common
tree species.

6.3 Woodlot establishment and management

On the third day, participants were introduced to the various techniques of land preparation for
tree planting, pitting and planting. Participants were encouraged to always inspecting their
plantation after planting and estimate tree survival rates (%). Participants were warned that a high
survival rate could amount to nothing if the plantation was not protected from fire outbreak.

Tree survival rate Fire protection Lining out, pitting and avenue planting

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During the afternoon session of the third day of training, participants acquire knowledge and
skills in lining-out, pitting, and avenue planting and weeding.

6.3.1 Propagation and management of Grevillea, Teak and Pine plantation

On the fourth day of this training, participants had a more detailed session on propagation and
management of Grevillea robusta, Teak (Tectona grandis) & Pine (Pinus caribaea). With the aid
of leaf and seed samples, participants were tasked to identify unique features or the tree species
presented. The facilitator then delved into the propagation methods, trees management, and the
optimal biophysical environment required by each tree species.

Grevillea, teak and pine samples which were analyzed by participants

Recommended spacing for different tree species Gap filling procedure

The afternoon lesson was an interactive segment in which participants discussed functional uses
of these tree species, their recommended spacing, gap filling and the common pests and diseases.

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6.3.2 Propagation and management of Musizi, Mahogany and Eucalyptus
On the fifth day, propagation and management of Musizi, Mahogany and Eucalyptus was the
theme of the day. The facilitator noted that all the three species are propagated from seeds and
require similar plantation management practices (thinning, weeding, pruning, protection from
fire) but unlike Grevillea and pine, Mahogany and Musisi takes relatively longer maturity period
but they provide very good quality timber. Meanwhile Eucalyptus was noted for its high demand
for water.

Musizi, mahogany and eucalyptus specimen used to train participants

In the afternoon, the focus shifted to Non-Wood Forest products (NWFP). The facilitator
observed that the promotion of non-wood forest products provides a wide array of unique
opportunities for the communities near forest to improve their livelihoods. Adding that promotion
of NWFP would reduce pressure on the natural forest and lead to sustainable resource utilization.
Participants then developed a profile of non-wood forest products and discussed challenges and
opportunities associated with each usage.

6.4 Field excursion to a teak plantation and pine nursery

This was a field excursion day in which participants visited a teak and eucalyptus plantation. The
main interest was to expose participants to good plantation management practices such proper
spacing, weeding, pruning and maintenance of fire line which was one of the key learning point.
The team then visited a commercial nursery operator who earns millions of shilling from pine
seedling production. This encounter really motivated the participants.

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 Participants appreciating a well-managed pine nursery and fire line between teak and eucalyptus plantations

In the afternoon, participants were assessed on the key aspects of tropical forest and non-wood
forest production. Participants were then tasked to continue with general management of their
nursery on a daily basis in consultation with the technicians and facilitator.

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7.0 Training in Animal Production And Management
7.1 Introduction to Cattle production
This module was divided into two sections, i.e. cattle production and goat production. The first half of
training focusses on cattle production while the second half of training focused on goats production
grazing systems and animal breeds. This was followed by discussions about calf rearing and management
of heifers and in-calf cows. In the afternoon, participants learnt various animal restraining techniques.

Different restraint techniques were demonstrated

7.1.1 Milk production and routine farm practices
On the second day of training, the key subject of discussion was clean milk production and associated
hygiene. In the afternoon, all participants visited a nearby dairy farm at Koro Sub-county from where they
carried out routine farm practices such as debudding, dehorning, spraying and castration. The farmer
showed participants some of fodder grasses and legumes which she feed her dairy animals with to enhance
milk production.

7.1.2 Routine farm practices and animal health

The morning lesion introduced participants to the routine farm practices such as hoof trimming and
deworming. This was followed by a discussion about animal health, signs of ill health, disease
transmission, disease prevention and control. The afternoon practical session was conducted from the
Kinene Estate Dairy farms in Bungatira sub-county, Gulu District. Up to seven (7) animals were sprayed
and dewormed in this farm as part of disease prevention and control.

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 Participants sprayed and dewormed animals at Kinene Estate Dairy farm

7.1.3 Specific cattle diseases

All cattle farmers in Africa are faced with the challenge of disease identification and management. On this
day, participants were introduced to specific diseases of cattle. These diseases included helminth
infestation, east coast fever, anaplasmosis, heart water, foot and mouth disease and brucellosis.
7.1.4 Other common cattle diseases
The morning lesion opened with a discussion about common cattle diseases in Africa. This
included babesiosis, trypanosomiasis, contagious bovine pleuropnuemonia and eye infection. In
the afternoon, participants visited Kony– lee Veterinary care center located in Gulu municipality
in order learn about various assorted drugs. The drugs included antibiotics, anti-helminthic, anti-
trypanosomal, acaracides, mineral leaks and milking salves.

Participants learnt about feed formulation using local feed ingredients at Gulu women Dairy farmers’ cooperative society

Later on, trainees visited Gulu women Dairy farmers’ cooperative society located in Gulu
municipality where they made diary meal together with the farmers.

7.1.5 A field visit to a cattle ranch in Paicho sub-county

On this day, trainees visited a cattle ranch in Paicho sub-county, Gulu District. Upto seventy two (72)
heads of cattle were dewormed, sixteen (16) heads of cattle treated with antibiotics against various disease
conditions, one bull with an abscess was surgically operated and one case of dematophilosis was treated.

Participants learnt how to diagnose different cattle diseases and to treat them using manual and automatic syringes

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7.2 Introduction to goats and Sheep Rearing
The second part of this module tackled goats and sheep production techniques. Being small ruminants, the
production techniques for goats and sheep were combined since they are the same in most aspect. All
illustrations and practical sessions were done using goats. Using pictorial aid, the facilitator described the
various breeds of goats and their production and housing systems. In the afternoon, participants discussed
key goat diseases which were categorized as eye, respiratory and skin diseases. Other diseases which are
unique to kids were also discussed.

7.2.1Treatment of clinical infections in goats

For this practical training, participants visited the Pearl Agricultural farm in Palaro sub-county
where they participated in the treatment of clinical infection in goats such as mange, orf, eye
infections, wounds and bloat. A total of one hundred and three (103) Goats were dewormed, two
goats with wound were also treated. Other activities included setting up of tse-tse fly traps.

Participants treated clinical infection in goats (mange, orf, eye infections, wounds and bloat).
7.2.2 Identification of internal goat parasites and other infections
This lesson was designed to enable participants identify internal parasites and other infection that are
common in goats. Participants’ slaughtered a goat and examined different clinical signs of infection in
different internal organs.

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Participants slaughtered a goat and identified internal parasites and clinical signs of other diseases

7.3 Farm structures

In the afternoon, participants visited Isidoro Negri Farm in Gulu District. The study areas were
farm structures (crush, kraal, milking parlor, water trough and fencing set up), hoof trimming in
goats and goat housing.

Trainees were introduced to the different types of farm structures

7.4 Assessment of trainees in animal production and management

The assessment on animal production and management module comprised of theoretical and
practical written examination. The ability of each candidate to use a veterinary medicine correctly
was also assessed.

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 Candidates undergoing assessment on animal production and management

8.0 Training in Extension and Communication Skills

The training on extension and communication skills was conducted for a period of five days
(Saturday July 20th to Thursday 25 2013). The facilitators for these sessions were Enos Kule and
Walter Odongo.
8.1 Objectives of the training
This training had the following specific objectives;
a. To equip participants with management and effective communication skills
b. To further equip the target group with skills to train trainers in rural agricultural setting
c. To equip extension workers with skills to transform the mentality of subsistence farming
of the rural farmers to market oriented farming
8.2 Expected results
Through attending this training, the trainees were expected to;
1. Be able to plan their work effectively for better results
2. Manage the time at work more effectively
3. Have increased knowledge and skills in training farmers who can in turn train others
4. Increased knowledge in transforming the mindset of rural farmers from subsistence
farming into semi-commercial/market oriented farming
5. Be able to communicate effectively to the people they usually interface with
8.3 Progress of training
The first session of day one focused on getting trainees expectations and setting ground rules for
the modules. This was followed by an overview of key terms and concepts in extension and
discussions on the background to extension and communication. This was intended to help

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participants appreciate the basis for extension and communication as a discipline in agricultural
development.

Participants were then introduced to the farm family as the central focus of agricultural extension
because that’s where the implementation of agricultural activities takes place. This was followed
by discussions on the relationship between extension-research-farmers with an aim of enabling
trainees appreciate the value each of them adds to the agricultural development of a country.

The participants were also introduced to the concepts of adoption and diffusion of innovation to
show to them that change of attitude to adopt new innovation is not a spontaneous action but a
gradual process. This was done to equip participants with knowledge to become resilient in
promoting agricultural extension.

Training in extension and communication skills were design and delivered to enable trainee
effectively deliver their extension messages. Issues discussed included the Principles of effective
communication, forms/types of communication, barriers to effective communication and
overcoming barriers to effective communication as well as use of training/teaching aids

The second day of the training focused on the different agricultural extension systems that
included Train and Visit, conventional extension system, University- farmer extension,
Commodity development and production system. Discussions, group work, and case studies were
used to enable participants understand these concepts as they to apply to their nature of work.

Trainees were introduced to extension systems and Planning in a participatory and interactive manaer 39 | P a g e
Participants were also trained on their roles as trainers in the communities. This was done to
enable the participants understand and appreciate their roles as change agents in the communities.
Roles such as trainer, coach, broker, and counselor were thoroughly discussed in relations to the
context in Jonglei state and the work that the trainers were/will be doing.

The third day of training focused on the different extension teaching methods. This was done to
equip participants with appropriate skills information that will enable them pass agricultural
technologies to farmers. The extension training methods were categorized as individual and
group extension training methods. The Individual extension methods included; Farm and home
visit, office calls and inquiries, informal contacts, the field flag, the model farmer while the group
extension methods included; method demonstration, result demonstration, the field trip, field day,
conferences, lectures etc. Participants were also trained in using mass media for extension such as
Newspapers, wall papers, black boards , Radio and T.V, Audio cassettes, internet, Face book,
Twitter etc.

The third day also had participant’s extension work planning an effective training program. This
was done to enable participants effectively plan and manage extension training programs. The
areas covered included; training needs assessment, statement of specific objectives, structuring
the course contents, developing an action plan and checklist for organizing a successful training
program. Participants then develop training programs for different enterprises that they had been
trained in. later they presented their work plans in a plenary sessions for criticism and corrections.

The focus of the fourth day of training was on the concept of adult education. This was done to
enable participants understand the concept of adult learning and the environment under which
adults learn best. The key topics that were discussed included; principles of adult education, adult
education being problem centered, and the learning environment for adults.

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On the same day, trainees continued with presentation of their extension work plans. Lectures on
effective work planning and tailor-making extension messages to the target farmers and groups
continued. The topics that were discussed include; Participatory planning methods, scheduling
and preparing for training, holding training as well as planning and holding a meeting.

Trainees prepared their individual workplans and presented in a plenary session

The last day of this session focused on linking to support services in agricultural extension. This
was done to enable participants appreciate the role of support services in fostering agricultural
transformation. Discussion centered on financial Institutions, insurance, extension, education,
policies, market, input supply, and roads.

Finally, there was discussion on farmer group developments and group dynamics. This was done
to equip participants with the tools that will enable them to understand the causes of group
success and failure and stages of group formation. This is because most of the extension trainings
and focus take place at group level.

The assessment for this module was in a progressive and participatory manner. Participants were
given sets of individual and groups assignments to work on and later present in the class. The
assignments included developing work plans for training farmers, developing extension budgets
and designing training contents. These were the marked and average to get the final score for the
module.

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9.0 Training in Farm Management
9.1 Introduction
The training in farm management was design to impart skills in using the available resources to
produce profitably in a farm family setting and at a commercial level. Particularly, the module
aimed at imparting skills in farming as a business, agribusiness development, farm business
planning, enterprise selection, agribusiness calculations, marketing, value addition to agricultural
products, record keeping, agribusiness financing, and risk in agribusiness.

Given that all the trainees ha had previous exposures and experiences in Extension and farm
management, this module was conducted in a participatory manner taking considerations of each
trainee basing on their experiences. All sessions were therefore participatory in Nature and
participants had opportunities to do practice with enterprise selection criteria on their own.

9.2 Training progress

The first day of training introduced participants to the concepts of farming as a business (Faab).
Issues discussed included characteristics of an entrepreneur, business opportunity identification
and relationships between Faab and other forms of business undertaking.

The session on enterprise selection and business planning introduced participants to the various
decision tools that a farmer can use in selecting an agribusiness enterprise. Participants were able
to design and contrast their current selection criteria for group enterprises with an agribusiness
selection system which puts emphasis on profitability analysis, market availability, risk, and
financial outlay as selection parameters in plenary sessions.

The session on the elements of a business plan and the need for a business plan in agribusiness
introduced participants to the need to usually plan at individual and household levels but these
plans are never documented. This normally affects the implementation of their plans due to
forgetfulness. Working individually, participants design and presented simple business plans
which reflected diverse potential enterprises in their communities.

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The conception of marketing was discussed through the 5Ps of marketing i.e. Product, Place,
Price, People and Promotion. Participants were informed that these 5Ps forms the basis of
marketing of any agricultural product. The facilitator stressed that farmers need to sell the right
product at the right time in the right place and this is only possible if the potential customers are
made aware of the availability of such products through the right promotion strategies. Selection
of an appropriate marketing channel for agricultural produce was considered pertinent as it
influences the level of profit earned. It was noted that farmers can only make good marketing
decision if they have access to an efficient and up to-date market information.

The 5-Ps of marketing was practically discussed through grading and marketing of egg plants to different clients

The concept of value addition was delivered with emphasis on local products and how to add
value to them. Participants were told that value can be added in form, time, place and promotion
of the product. Taking maize enterprise as a case study, participants analyzed the increments in
income associated with the various forms of value addition right from harvesting, through drying,
sorting, grading, transporting, milling, packing, storage and marketing.

Sessions on value additions included hands on skills in sorting grading and processing as ways of adding value
to a product 44 | P a g e
Participants were then introduced to the concept of product development. They generated product
ideas which could be derived from maize. Participants were then shown how these ideas could be
taken through subsequent stages of idea sieving, concept testing, marketing testing, and
commercialization of the product.

Discussion on farm record keeping centered on the major forms of farm records including
production records, financial records and assets records. Participants designed and presented
various forms of farm records in a plenary session while the facilitators provided technical
backstopping. This group work ensured that the groups made more sense of the concept of record
keeping and how it could be used in taxation, assessment of loans by financial institutions, and
profit and loss assessment in agribusiness.

Training in agribusiness financing centered on the major sources of business finance including
personal savings, group savings own assets microfinance institutions and commercial banks.
Participants were told that going for bank loans should be the last in their options as a business
starter. Participants noted that group saving was not yet rooted in Unity State and that most
farmers keep their assets inform of livestock.

The focus of day five was on Agribusiness Risk Management, Monitoring and Evaluation of
Extension Activities and Report Writing. The module on Agribusiness Risk Management (ARM)
was introduced and discussed with the participants as a strategy to avoid or minimize
agribusiness losses. The ARM strategies discussed included avoidance, reduction, or transfer of
risk hence mitigating agribusiness losses. This was followed by an interactive discussion session
on the five key sources of agribusiness risks and mitigation measures. It was realized that most
times, farmers devise risk mitigation measures which are could only address production risk but
are quite insufficient for marketing, financial, human resource and legal risks.

Participants were then introduced to the concepts of monitoring and evaluation of extension
activities as well as the importance and role of monitoring and evaluation in extension
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management. They were informed that participatory monitoring and evaluation is an essential
tool in tracking the progress towards the achievement of any project objectives. Participants were
informed that these assessments were only possible if suitable indicators were developed by all
the key stakeholders to measure immediate, intermediate and long term project impact.
Participants then developed and presented input, output/outcome and impact indicators which
could be used to assess extension performance as well as transition from subsistence to
commercial farming (Farming as a Business).

On the last day, participants were taken through the different sources of risk in Agribusiness, Monitoring and
Evaluation of extension work and training report writing

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10.0 Training Evaluations and Closure
10.1 Training Evaluation
The evaluation for this training was done in two major way, at the end of each training module,
an evaluation was done to assess the level of satisfaction of the trainees with the module as well
as areas that needs future improvement, emphasis or repetition to enable them grasp the concepts.
This continuous evaluation enabled us to ensure that participants gain the necessary skills and
also that slow learners are not left behind. In modules such as tractor driving, poultry production
and vegetable production, certain skills had to be gone over again in special sessions. This
continuous evaluation was therefore used as an internal control and management tool.

The second form of evaluation was at the end of the training. This was done to gauge and get
feedback from the trainees in all the modules that they had gone through. Issues that were looked
for included level of understanding of the different modules, areas of improvement of the training
delivery, satisfaction with the overall organization of the training program and the modules they
liked and did not like. The evaluation tree approach was used to conduct this end of training
evaluation.

The evaluation tree output of the training evaluation

The evaluation revealed that trainees liked different modules and that influence the way they
perceived it. Overall, participants rated the training organization very highly as well as the
methods if delivery. Suggestions included further training of other staff from Jonglei State,
having an advanced training in the same modules and including other modules such as apiary,
and solar power skills in the subsequent training

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10.2 Closure of the Training
The training was officially closed on the July 27, 2013 by the the Vice Chancleor of Gulu
University, Prof. J.N. Pen-Mogi. As part of the closing ceremony, training demonstrated to the
guest of honor, the different skills that they had acquired in the three months of training. Skills
such as hey and silage makings, beans production and Okra production as well as the different
crops planted during the training was shown to the invited guests.

Okello Othow and Elizabeth Lemon explains the process of hay and silage making(left), beans production (centre)
and Okello Ojullo explains the techniques of Okra production(right) to invited guests

In his closing remarks, the Vice chancellor challenges the training participants to go out and
apply the skills that they have learnt the last eight months to their own benefits and to the benefits
of the community in which they live in. He also noted that such kind of collaboration between
GJMUST and Gulu University will continue in future with more training and possibly exchange
of academic staff and students well. Finally, certificates were award to all the trainees who
successfully completed the program.

Elizabeth Lemon(left) and Abraham Nhial (right) receive their certificates of competencies from the Vice
Chancellor

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11.0 Conclusions and recommendations

11.1 Conclusions
The three months of training generally went on successfully. The entire training attained the
expected levels of competencies that were set as the target for the training. However, due to
individual differences and capabilities, not all participants were at the same skills level. This
however will level off with constant practice in the field.

The trainees showed high levels of cooperation’s and willingness to acquire knowledge and this
made the training so beneficial to both the trainees and the facilitators.

Being the first action point of a cooperation between JGMUST and Gulu University, we strongly
believe other similar collaborations will continue between the two institutions

11.2 Recommendations
1. The alumni should be facilitated and mandated to establish technology demonstration
sites to enable them practice, master and impart key skills learnt and to disseminate the
innovation to their communities.
2. The general observation by trainees and facilitators was that the training was rather
compact owed to the existing logistical challenges. The practical rigor of these training
modules require that adequate time be allocated for a more effective and less stressful
learning environment. We propose at least a ten day extension for each module.
3. There is need for JGMUST to organize a technical refinement and backstopping forum
that would bring together the short course alumni and one or two facilitators for
knowledge concretization, experience sharing and scheming for higher level courses.
4. Follow-up refresher training be organized for the Alumni, this trainings could be enriched
with other add-on courses; some of the new areas proposed by trainees included bee
keeping, project planning, proposal writing, biogas production techniques, pomology,
mushroom production among others.
5. In future, it would be necessary to thoroughly screen potential trainees and brief them on
the need to adapt to culturally and socially diverse and contrasting foreign norms and
accommodate individual differences in their learning environment.

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Appendix I: Training Schedule
S/N Modules Days Facilitator/Person
responsible
1 Arrival and settling in 4th may 2013 Walter Odongo/Fred
Otim
1 Poultry production & management 6th-17th , May Dr. Tonny Aliro
2013
2 Horticultural production 20th -31st , May Fred Otim/ David Ocan
2013
3 Crop husbandry 2nd -14th , June Fred Fred
2013
4 Tropical forest and non-wood-forest 16th -21th June Celestino Obwoya
production 2013
5 Training in farm management 19th-24th June Walter Odongo
2013
6 Forage production and Management 23rd -28th June Hussein Kato
2013
7 Animal production, health, nutrition, 30th June-19th Dr. Solomon Aliker/Dr.
disease diagnosis & treatment July 2013 Tonny Aliro
8 Agricultural extension and 21st-25th July Walter Odongo
Communication 2013
9 Training evaluation, Award of 26th July 2013 Walter Odongo/ Fred
certificates Otim, Dean FAE
10 Travel day 27th July 2013 Walter Odongo/Fred
Otim

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