charcoal briquettes project baseline survey report
TRANSCRIPT
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CHARCOAL BRIQUETTESPROJECT BASELINE SURVEY
REPORT
WESTERN UGANDA
(RUKUNGIRI, BUSHENYI, KASESE, KABAROLE AND KAMWENGE)
APRIL 2012
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CHARCOAL BRIQUETTES PROJECT BASELINE SURVEY REPORT
Prepared by
BASHIR RAJAB KAGERE
HEAD, SCIENCE AND TECHNOLOGY POLICY ANALYSIS AND
DEVELOPMENT UNIT/ MONITORING AND EVALUATION
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TABLE OF CONTENTS
1.0 INTRODUCTION………………………………………………………………………………………… 3
1.1 Background…………………………………………………………………………………………………3
1.2 Objectives of the Project ……………………………………………………………………………… 3
1.3 Methodology………………………………………………………………………………………………. 4
2.0 FINDINGS……………………………………………………………………………………………………6
2.1 Gender……………………………………………………………………………………………………….. 6
2.2 Sources of energy used for cooking……………………………… ………………………………8
2.3 Type of crops grown on the farm………………………………………………………………… 11
2.4 Agricultural waste disposal…………………………………………………………………………. 12
2.5 Environmental control methods………………………………………………………………….. 14
2.6 Number of workers employed on the farm………………………………………………….. 16
2.7 Amount earned by employees on the farm………………………………………………….. 18
2.8 Sources of income………………………………………………………………………………………. 19
2.9 Total monthly income…………………………………………………………………………………. 212.10 Understanding of scientific terms…………………………………………………………………22
3.0 KNOWLEDGE AND SOURCE OF INFORMATION ON CHARCOAL
BRIQUETTES…………………………………………………………………………………………... 24
3.1 Knowledge of charcoal briquettes production…………………………………………….. 24
3.2 Source of information about charcoal briquettes………………………………………… 25
3.3 Use of charcoal briquettes……………………………………………………………………….….. 26
4.0 TRAINING EFFECTIVENESS……………………………………………………………………….. 27
4.1 Clarity of the training objectives …….…………………………………………………………… 27
4.2 Consistency of the course with the stated learning objectives……………………… 28
4.3 Course Covered issues of climate change, deforestation and global
Warming…………………………………………………………………………………………………….. 28
4.4 Course covered environmental issues…………………………………………………………. 29
4.5 Practical charcoal briquette manufacturing and equipment fabrication………… 30
4.6 Course covered issues of entrepreneurship………………………………………………… 31
4.7 Overall effectiveness of the training objectives…………………………………………….. 32
5.0 EFFECTIVENESS OF COURSE TRAINERS…………………………………………….……… 33
6.0 EFFECTIVENESS OF TRAINING PRESENTATION……………………………………….. 34
7.0 PARTICIPANTS COMMENTS……………………………………………………………………… 35
7.1 Key training aspects……………………………………………………………………………………. 357.2 Training aspect that need to be changed……………………………………………………… 35
7.3 Application of the knowledge gained from the training………….……………………... 36
8.0 CONCLUSION……………………………………………………………………………………………... 37
9.0 APPENDIX…………………………………………………………………………………………………. 38
9.1 List of tables…………………………………………………………………………………………………………. 39
9.2 Survey instruments………………………………………………………………………………………………. 46
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1.0 INTRODUCTION
1.1 Background
Uganda has about 80% of its people living in rural areas and of these 38% live below the
poverty line. The lack of modern and affordable fuels for domestic use has forced both
urban and rural populations to depend entirely on Wood Charcoal and firewood as a source
of cooking fuel. The situation is exacerbated by the ever rising costs of the other alternative
sources of energy, namely Hydro-electric power, Kerosene and Gas.
Thus, economic constraints (Poverty and Unemployment), poor distribution networks of
fossil fuels, such as kerosene, and non-availability of affordable and reliable energy
alternatives result in Ugandan households continuing to depend on charcoal and firewood.
Women have to walk long distances to look for the fire wood. This does not only reduce on
the time they can put in agricultural production activities but also interferes with the
household chores. The result is less production, low incomes and hence food insecurity.
The ever increasing demand for these traditional fuels (Wood Charcoal and Firewood) is
impacting on the environment adversely. Deforestation and Soil Degradation are rampant.
The effects of Climate Change are manifesting themselves through irregular rainfall
patterns, floods and violent storms are increasingly becoming common. An interventionwhich introduces affordable and reliable alternative source of energy such Charcoal
briquettes manufactured using Agricultural Waste will therefore go a long way in
contributing to environmental conservation and generating income for those engaged in
the business.
1.2 Objectives of the Project
The overall objective of the project is to contribute to improved livelihoods, generation of
employment and income creation through technology transfer.
Specifically the project aims at:
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(i)
Educating and sensitizing the people to the effects of Deforestation, Climate
Change and Global Warming.
(ii) Sensitizing the target population about reliable, realistic, and affordable energy
alternatives to current charcoal and fossil fuels for domestic use.
(iii)
Equipping selected trainees with knowledge and skills in manufacturing
Charcoal Briquettes using Agricultural Waste as raw materials.
(iv)
Creating Entrepreneurs and Employment for mainly rural and semi-urban
populations.
(v) Producing sample Charcoal Briquette making kilns, extruders and charcoal
briquettes.
(vi)
To promote the usage of the Charcoal Briquettes among the rural and urban
population.
To realize the objectives of the Project, UNCST conducted a 4 day training workshop in
each of the identified districts. The workshops were designed to train farmers/
entrepreneurs in the fabrication of charcoal kilns, the process of pyrolysing agricultural
waste for the production of char powder, the manufacturing of charcoal briquettes and
successful business techniques.
1.3 Methodology
1.3.1 Data collection
Data was collected using two structured questionnaires which were administered at
different intervals. The first questionnaire was administered at the beginning of the
training to ascertain the type of energy used by the participants for cooking, the type of
crops grown on their farms, how they protect the environment, their understanding of
climate change, deforestation and global warming as well as assess their knowledge
pertaining to use of charcoal briquettes. The second questionnaire was administered at the
end of the training sessions to assess the effectiveness of the course trainers, training
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material and practicality of the course as well as obtain their views pertaining to the use of
this technology.
The questionnaires were administered on individual basis to approximately 30
respondents per training. In total there were 154 participants/ respondents in the western
region of Uganda comprising the districts of Rukungiri, Bushenyi, Kasese, Kabarole and
Kamwenge. At the end of the exercise the total questionnaire count resulting from both
instruments was 308 questionnaires.
1.3.2 Data analysis
This comprised of the development of data entry screens, which are essentially, versions ofthe data collection questionnaires. Data entry was done using SPSS software. On completion
of data entry, an in depth analysis of the data obtained from both questionnaires was
undertaken using SPSS software and excel to establish the project baseline in western
Uganda.
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2.0 FINDINGS
A. GENERAL INFORMATION
2.1 Gender
2.1.1 Respondents by Gender
It had been anticipated that each of the training would comprise at most 30 people in each
of the districts on western Uganda. The total number of people who turned up for the
trainings in the western region was 154 indicating a 3% increment in the total number of
trainees. This indicates an overwhelming demand for the course although the resources
allocated to each training were not sufficient to cater for all the participants who desired to
attend. However, for this training to have a longlasting impact on the rural population and
also reduce environmental degradation there is need to have a wider participation.
Figure 1: Gender
Figure 1 above shows that 56% of the total number of trainees were male and 44% female.
An aggregation of the participants per district is provided in 2.1.2 below.
2.1.2 Gender by district
Kamwenge district had a total of 31 respondents of which 87% were male and 13% female.
Kabarole district registered the highest number of female respondents (66%) in the
western region whereas Rukungiri and Kabarole districts registered the lowest number of
male participants. Figure 2 below shows the gender distribution by district.
56%
44%
Male
Female
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Figure 2: Gender distribution by District
2.1.3 Respondents by age
The age of the participants ranged from 18 to 73 years and the sample was 56% male. Age
differences have an effect on the learning ability, work rate/ energy levels, focus and future
adaptability of the technology. Since the equipment used for charcoal briquette making
required a lot of energy, it was important to have more male participants in the training.
Across the western region, 55% of the training participants were between the ages of 18
and 40 years. See table 23 in the appendix.
Figure 3 below shows that Kabarole and Kasese districts registered the highest number of
respondents between the age of 21 and 30 years. The highest number of persons aged
61years and above was observed in Rukungiri district comprising 19% of the total
respondents in that district.
0
10
20
30
40
50
60
70
80
90
Bushenyi Kabarole Kamwenge Kasese Rukungiri
P e r c e n t a g e v a l u e
District
Male
Female
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Figure 3: Respondents by district and age
The average age in descending order was highlighted as follows: Rukungiri district (49
years), Kamwenge district (41 years), Bushenyi district (38 years), Kasese district (37
years) and Kabarole district (35 years). The age of the participants is expected to have a
very huge impact on uptake of new technologies and project performance. See table 22 in
the appendix
B. ENERGY SOURCES
2.2 Sources of energy used for cooking
2.2.1 Sources of energy used for cooking by district
Prior to the training, the trainees were prompted to indicate the sources of energy they use
in their households for cooking on a daily basis. A total of 132 trainees responded to this
question across the five (5) districts of western Uganda. 69% of the respondents indicated
that they use wood fuel, 12% charcoal, 18% charcoal and wood fuel, and less than 1% use a
combination of wood, charcoal and electricity for cooking.
0
5
10
15
20
25
30
35
40
45
50
Bushenyi Kabarole Kamwenge Kasese Rukungiri
District
below 20
21-30
31-40
41-50
51-60
61 and above
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Table 1: Sources of energy used for cooking by district
Sources of energy used for cooking
TotalCharcoal Wood
Charcoal
and wood
Wood,
Charcoal and
electricity
District
Bushenyi 12% 88% 0% 0% 100Kabarole 4% 81% 11% 4% 100
Kamwenge 17% 60% 23% 0% 100
Kasese 23% 57% 20% 0% 100
Rukungiri 7% 60% 33% 0% 100
It is therefore evident that over 99% of the respondents depend on either charcoal or wood
fuel for cooking. This problem has been elevated by the current electricity shortages, poor
rural electrification and lack of cheaper substitutes for cooking.
2.2.2 Highest formal qualification and source of energy used for cooking
Further assessment of the relationship between the level of education and the source of
energy shows that the highest numbers of wood fuel users were O’level certificate holders
49% (44 people). Although, the sample is not representative enough to give a clear picture
of the actual situation, it is believed that the level of education greatly contributes to the
type of energy used for cooking i.e. people with higher levels of education (degree and
above) use less wood fuel as compared to those at a lower level of education. However,
statistics from this survey indicated that the level of education does not impact on the type
of energy used for cooking. It is basically the location, culture/ tradition in that area and the
ease of access to the different sources of energy. For instance, Uganda is currently facing a
lot of challenges in her electric energy sector making its access, availability and
affordability difficult to her citizens. In this regard, people have resorted to usage of
charcoal fuel for cooking in the urban areas and mainly wood fuel in the rural areas.
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Table 2: Highest formal Qualification and Sources of energy used for cooking
Sources of energy used for cooking
TotalCharcoal Wood
Charcoal and
wood
Wood, Charcoal
and electricity
Highest Formal
Qualification
Degree 3 7 2 0 12
Diploma 2 14 4 1 21
A level 4 7 1 0 12
O level 6 44 11 0 61
Primary 1 17 5 0 23
Total 16 89 23 1 129
2.2.3 Amount of wood fuel used and sources
Table 3 below shows the amounts of charcoal or wood fuel used by the survey respondents
and the sources. The results indicate that 88% of the respondents cut trees in order to
obtain charcoal or wood fuel for cooking. Although, only 12% of the respondents indicated
that they buy the charcoal or wood fuel from the market, the fact remains that there is
environmental degradation due to deforestation. It is also interesting to note that almost
the entire sample population depends on either wood fuel or charcoal.
Table 3: Amount of charcoal / wood fuel used and its sources
Amount of charcoal/ wood fuel usedSources of charcoal or wood fuel
TotalMarket Cutting trees
One - two bunches 2 11 13
One - two bags of charcoal 7 22 29
Three to five bunches 1 13 14
Small pickup truck of firewood 3 14 17
6 to 10 bundles 1 13 14
10 to 20 bundles 1 21 22
Difficult to estimate 1 21 22
Total
Percentages
16
(12%)
115
(88%)
131
(100)
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The differences in purchasing power could account for the low percentage of the sample
population that purchases wood fuel and charcoal from the market.
C. AGRICULTURAL PRODUCTION AND ENVIRONMENTAL PROTECTION
2.3 Type of crops grown on the farm
2.3.1 Type of crops grown by district
In the western part of Uganda, the majority of the population is engaged in mixed farming.
The biggest percentage of the sample population is engaged in the plantation of legumes,
cereals and annual crops. Among the leguminous crops, the following were grown; beans,groundnuts, peas and soybeans; the cereals include; millet, sorghum, wheat and maize; the
annual crops include; bananas, and the tubers grown include; cassava, potatoes, etc.
Figure 4 below shows that Kasese grows the largest combination of cerials, legumes, tubers
and annual crops. However, this is largely influenced by the amount of maize production in
the district. Kasese district is the largest maize production center in the whole of Uganda. In
the case of Bushenyi, kabarole, Kamwenge and Rukungiri, the values are widely influenced
by banana production.
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Figure 4: Type of crops grown by district
It’s noteworthy that across the entire western region, a very small percentage of the sample
population in engaged in the production of a single crop. Single crop producers are mainly
large scale producers. It is a fact that over 75% of the Ugandan population is engaged in
agriculture and mainly subsistence agriculture. As a means of ensuring survival, all edible
crops are grown on the same plantation.
2.4 Agricultural waste disposal 2.4.1 Disposal of agricultural waste on the farm
Poor agricultural waste disposal partly contributes to environmental degradation through
acts such as burning of residues. Figure 5 below shows that 21% of the respondents burn
the waste agricultural residues, 52% use them for mulching, 11% decompose them, 8% use
0
10
20
30
40
50
60
70
80
90
100
Bushenyi Kabarole Kamwenge Kasese Rukungiri
District
P e r c e n t a g e v a l u e
Legumes only
Fruit trees only
Cerials, legumes,
tubers and annual
cropsPerenial crops
Cerials Only
Missing value
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the agricultural waste to feed their animals, 1% indicated that they had no waste and 7%
did not respond to the question.
Figure 5: Disposal of agricultural waste
2.4.2 Agricultural waste disposal by district
Figure 6 below provides a district by district analysis of the disposal of agricultural waste.
It shows that apart from Kasese, the other four districts use mulching as the main form of
agricultural waste disposal. In Kabarole district, mulching stands at 73%, 68% in
Rukungiri, 43% in Kamwenge, 39% in Bushenyi and 35% in Kasese. Kamwenge and Kasese
districts have the highest percentages of agricultural residual burning. This can be
explained by the type of crops grown in these districts. Both districts grow vast amounts of
maize and for a long time they didn’t have any use for the residues apart from burning
them to prepare the land for the following season.
Mulching
52%
Burning
21%
Decomposing pit
11%
Feeding animals
and making
organic manure
8%
No waste
1%
Missing value
7%
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Figure 6: Agricultural waste disposal by district
2.5 Environmental control methods
2.5.1 Methods used to control soil erosion and environmental degradation
Decisions regarding appropriate crop rotation, cover crops, and windbreaks are central to
the ability of surface soils to retain their integrity, both with respect to erosive forces and
chemical change from nutrient depletion. Specifically, methods such as growing trees to act
as wind breaks are very essential to the overall environmental conservation in the country.
However, results from this baseline survey indicate that the majority of the respondents(43%) in western Uganda use mulching on their farms to control soil erosion, only 15%
grow trees, 13% use either treads and trenches or crop rotation and terracing and 10% do
not use any method to protect the environment.
0
10
20
30
40
50
60
70
80
Bushenyi Kabarole Kamwenge Kasese Rukungiri
P e r c e n t a g e v a l u e s
District
Mulching
Burning
Decomposing pit
Feeding animals and
making organic manure
No waste
Missing value
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Figure 7: Methods used to control soil erosion and Environmental Degradation
2.5.2 Methods used to control soil erosion and environmental degradation by district
Figure 8 below shows that mulching is the most used method for controlling soil erosion in
western Uganda. In Kabarole and Rukungiri districts, mulching is closely followed by crop
rotation and terracing given the nature of the landscape in those areas. Treads and
trenches are also very widely used in this region. Tree growing as a method of
environmental management was found very popular in the districts of Kabarole,
Kamwenge, Kasese and Rukungiri. This is however still at a very low scale. These
percentage values can also be explained by the geographical nature of the land terrain in
these districts (highlands).
Crop rotation
and terracing
13%
Mulching
43%Growing trees
15%
Put Treads and
trenches
13%
None10%
Missing value
6%
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Figure 8: Methods used to control soil erosion and environmental degradation by district
2.6 Number of workers employed on the farm
2.6.1 The number of workers employed on the farm
Seventy five (75) respondents indicated that they employ between 1 to 5 employees on
their farms, 32 respondents indicated that they do not employ anyone. Only two people
indicated that they employ between 16 to 30 people on their farms. This shows that the
majority of the agriculture undertaken in these areas is subsistence thus not requiring very
many employees. The size of the farm land determines the number of people employed on
that land. See figure 9 below
0
10
20
30
40
50
60
P e r c e n t a g e v a l u e
District
Crop rotation and terracing
Mulching
Growing trees
Put Treads and trenches
None
Missing value
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Figure 9: Number of workers employed on the farm
2.6.2 Number of employees by district
In Bushenyi district, 56% of the respondents indicated that they do not employ anyone on
their farm whereas Rukungiri showed and 85% employment level of between 1 to 5 people
as shown in figure 10 below. Kasese district had the highest number of farmers employing
16 to 30 workers. This can be explained by the large acreage of maize farms and the labour
intensive methods used to harvest maize as compared to bananas that are grown in other
districts. Kabarole and Kamwenge districts indicate the highest percentages of use of
family labour with 35% and 9% respectively.
0
10
20
30
40
50
60
70
80
1 to 5
workers
6 to 10
workers
11 to 15
workers
None Family
labour
16 to 30
workers
Missing
value
N u m b e r o f w o r k e r s
Frequency
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Figure 10: Number of employees by district
2.7 Amount earned by employees on the farm
Across the five (5) districts in western Uganda, it is evident that 26% of the sample
population pays a maximum of Shs 50,000/= per month to their employees depending on
the size of the farm. Table 4 (see appendix) indicates that only 3.2% of the farmers pay their
employees between Shs 200,000 to Shs 500,000. Additionally, figure 11 below indicates
that Rukungiri district had the highest percentage (52%) of the employees earning
between Shs 60,000 and Shs 100,000 per month. There were very few participants who
indicated that they paid their employees between Shs 200,000 and Shs 500,000. These
were mainly envident in Rukungiri (13%), Kasese (4%) and Kamwenge (3%) districts.
0
10
20
30
40
50
60
70
80
90
Bushenyi Kabarole Kamwenge Kasese Rukungiri
District
P e r c e n t a g e v a l u e 1 to 5 workers
6 to 10 workers
11 to 15 workers
None
Family labour
16 to 30 workers
Missing value
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Figure 11: Amount earned by employees per district
2.8 Sources of income
2.8.1 Other sources of income
Figure 12 below indicates that 56% of the survey respondents do not entirely depend on
their farm lands for survival but undertake other jobs to fill the income gap. The findings
indicate that 33% have full time and part time jobs where they earn a monthly income.
Some of the jobs highlighted by the respondents in this line include; development workers,
agricultural officers/ extension workers, district environmental officers, teachers, etc.
Others are self employed with mechanics averaging 4%, tailoring at 3% and those
undertaking private business at 16%.
0
10
20
30
40
50
60
70
Bushenyi Kabarole Kamwenge Kasese Rukungiri
P e r c e n t a g e v a l u e s
District
0 to 50,000
60,000 to 100,000
100,000 to 150,000
160,000 to 200,000
200,000 to 500,000
Not Applicable
Missing value
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Figure 12: Other Sources of Income
2.8.2 Other sources of income by district
Figure 13 below shows that Kabarole (62%), Kamwenge (63%) and Rukungiri (56%)
districts have the highest percentages of respondents with incomes that do not directly
arise from their farmlands. Kasese district shows the highest number of dependants on
farmland agriculture of 65%. It should be noted that this value could have been influenced
by the mode of selection of survey participants.
33%
4%3%
16%
42%
2%
Figure 12: Other Sources of Income
Monthly salary
Mechanic
Tailoring
Business
Not applicable
Missing value
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Figure 13: Other sources of income by district
2.9 Total monthly income
2.9.1 Total monthly income
To support the monitoring and evaluation of project performance, the survey sought to
assess the amount of money earned by the respondents from both farm production as well
as other income sources in order to guide future changes in income due to charcoal
briquette production. Table 5 below shows that 48% of the respondents earned between
Shs 100,000 and Shs 300,000 per month, 14% earned between Shs 400,000 and Shs
1,000,000, and other were negligible.
0
10
20
30
40
50
60
70
Bushenyi Kabarole Kamwenge Kasese Rukungiri
P e r c e n t a g e v a l u e
District
Yes
No
Missing
Value
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Table 5: Total monthly income
Frequency Percent Valid Percent
Cumulative
Percent
Vali
d
100,000 to 300,000 74 48.1 59.7 59.7
400,000 to 1,000,000 22 14.3 17.7 77.4
1,100,000 to 2,000,000 1 .6 .8 78.2
2,100,000 to 3,000,000 1 .6 .8 79.0
3,100,000 and above 2 1.3 1.6 80.6
Missing value 24 15.6 19.4 100.0
Total 124 80.5 100.0
Missing System 30 19.5
Total 154 100.0
2.10 Understanding of scientific terms
2.10.1 Understanding of climate change, deforestation and global warming
Before the training was undertaken, participants were asked questions relating to their
knowledge on climate change, deforestation and global warming. Fifty nine percent (59%)of the respondents showed a great understanding of deforestation and 37% climate
change. Among these respondents there are a few who could not easily define the terms
that they had indicated familiarity with. This is evidenced by the fact that only 3% though
that deforestation does not contribute to climate change.
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Figure 14: Understanding of climate change, deforestation and global warming
37%
59%
2% 2%
Climate change
Deforestation
Global warming
Missing value
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D. CHARCOAL BRIQUETTES
3.0 KNOWLEDGE AND SOURCE OF INFORMATION ON CHARCOAL BRIQUETTES
Wood charcoal is a major fuel in urban and rural dwellings. The use of charcoal is
widespread in Uganda and other parts of Africa and it is also one of the main sources ofincome for the rural population staying near forests. However, its use is a contributor to
deforestation and environmental degradation/ climate change. Charcoal briquettes are
little known in Uganda. The technology has the potential to become a major source of
income for people/ families who adopt the skills to manufacture the briquettes and also for
those who supply the raw materials. This simple technology is being seen as a means to
reduce poverty levels and create jobs. The necessary materials such as banana skins, saw
dust etc are readily available anywhere in the country. The use of briquettes could also lead
to the widespread use of improved energy saving stoves made from clay.
3.1 Knowledge of charcoal briquettes production
Charcoal briquettes production is a slightly new technology in Uganda and especially in the
rural areas. In the urban centers (especially the capital city), charcoal briquettes are
available in most of the large supermarkets though it is imported from Kenya and South
Africa. Despite its availability in these supermarkets, knowledge of its performance,
advantages and impact on their livelihoods are not readily available.
Figure 15: Knowledge of charcoal briquettes
34%
63%
3%
Yes No Missing value
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It is therefore not surprising that the majority of the respondents (63%) had never heard
about charcoal briquettes, its application and structure.
3.2 Source of information about charcoal briquettes
Of the 34% who had heard about charcoal briquettes production, 79% had heard it from
the Uganda National Council for Science and Technology (UNCST). However, this does not
presuppose that these respondents knew or had ever visited the UNCST, but that they had
been informed about the UNCST’s intent to train them in regard to this technology.
Figure 16: Source of knowledge about charcoal briquettes
The Other sources include; newspapers, Appropriate Rural Technology Institute - Uganda
(ARTI), farmers associations and other countries.
0
10
20
30
40
50
60
70
80
Yes
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3.3 Use of charcoal briquettes
Over 90% of the respondents indicated that they had never used charcoal briquettes. A
very small percentage (3%) indicated that they had used charcoal briquettes before the
training. Among these, 50% though charcoal briquettes were more economical than wood
fuel, 33% thought it was less tiresome and 17% thought that charcoal briquettes are better
and that they save time.
Figure 17: Comparison of charcoal briquettes to wood fuel
0%
17%
33%
0%
50%
Charcoal is better and saves
time
Not tiresome compared to
wood charcoal
More economical
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E. TRAINING
4.0 TRAINING EFFECTIVENESS
After the four days of training, the participants were requested to assess the entire training
and the trainers. The basic components that were reviewed during this survey were,
training objectives, effectiveness of the course trainers, effectiveness of presentations and
the overall rating of both the trainers and the course.
4.1 Clarity of the training objectives
The objectives of the training included the following; a) introduce participants to
sustainable energy for cooking, b) understanding environmental concerns, c) practical
equipment fabrication and design, d) practical training in charcoal briquettes making, e)
Skills in marketing and packaging of charcoal briquettes. Table 6 below indicates that
almost 100% of the respondents either agreed or strongly agreed with the effectives of the
delivery of the training objectives.
Table 6: Clarity of the training objectives
Frequency Percent Valid PercentCumulative
Percent
Valid Agree 66 43.7 43.7 43.7
Strongly Agree 84 55.6 55.6 99.3
Missing value 1 .7 .7 100.0
Total 151 100.0 100.0
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4.2 Consistency of the course with the stated learning objectives
This question was included as a control variable to ensure that the learning objectives that
had been highlighted to the trainees at the beginning of the training were consistent with
what was eventually taught. Figure 18 below indicates that 94% of the respondents were in
agreement with the consistency of the course to the learning objectives. Only 2% of the
respondents disagreed with this notion where as 4% were neutral.
Figure 18: Course was consistent with the learning objectives
4.3 Course Covered issues of climate change, deforestation and global warming
The course was meant to train participants in climate change, deforestation and global
warming. It had been assumed that most of the participants did not have any idea as
regards to these terms. A detailed explanation as regards these terminologies was provided
to the participants during the training.
2% 4%
52%
42%
Disagree
Neutral
Agree
Strongly Agree
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Figure19: Course covered issues of climate change
Figure 19 above shows that 79% of the participants agreed to the fact that the issues of
climate change, deforestation and global warming had been covered during the training
sessions.
4.4 Course covered environmental issues
The course was meant to address a multitude of environmental issues including; types of
soils, deforestation and afforestation, wetlands management, water and air pollution, types
of trees and their uses, techniques used for tree planting and where to establish trees on
the farm.
3% 4%
7%
29%
50%
7%
Strongly Disasgree
Disagree
Nuetral
Agree
Strongly Agree
Missing values
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Table 7: The course covered environmental issues
Frequency Percent Valid Percent
Cumulative
Percent
Valid Strongly Disagree 2 1.3 1.3 1.3
Disagree 4 2.6 2.6 4.0
Nuetral 9 6.0 6.0 9.9
Agree 65 43.0 43.0 53.0
Strongly Agree 66 43.7 43.7 96.7
Missing values 5 3.3 3.3 100.0
Total 151 100.0 100.0
Table 7 above indicates that over 87% of the respondents had been taught all the
environmental issues that have been highlighted above. There was a very negligible
percentage of approximately 4% that disagreed with this notion.
4.5 Practical charcoal briquette manufacturing and equipment fabrication
Charcoal Briquettes manufacture is a practical hands-on activity where trainees are
imparted with the practical skills necessary for the making of the Kiln, Charring the
agricultural waste, mixing the Char into a paste and producing the Briquettes using an
Extruder. The aspects covered under this include; how to fabricate the charring kiln and
extruder, tools required for fabrication, and fabrication of the briquette extruder.
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Figure 20: Practical charcoal briquette manufacturing and equipment fabrication
Figure 20 above shows 92% of the respondents had participated and practically fabricated
the charring kiln and extruder. 7% of the respondents could neither agree nor disagree
with this notion. This is possibly due to the fact that there were only 3 kilns to be fabricated
and the participants were 30 in total and at time more. Therefore some of the participants
may have participated through observation but not practically undertaking the fabrication.
4.6 Course covered issues of entrepreneurship
Uganda is one of the countries with the highest entrepreneurial ability although most of the
business start-ups do not live to see their first birthday. Some of the key components in
maintaining and sustaining a business include; marketing, book keeping, quality control
and proper management. During the course, participants covered various aspects relating
to how to start a charcoal briquette production business, training manpower, maintenance
and production of quality briquettes, packaging and marketing of charcoal briquettes.
Although these were covered during the training, only 56% of the respondents appeared to
be in agreement with the fact that they had benefit from such knowledge. Figure 21 below
also shows that 17% of the respondents were in disagreement and 11% neutral.
1%
25%
67%
7%
Nuetral
Agree
Strongly Agree
Missing values
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Figure 21: Course covered issues of entrepreneurship
4.7 Overall effectiveness of the training objectives
Among the respondents who strongly disagreed with the effectiveness of the training, 8%
indicated that they did not learn about book keeping, 5% indicated that the marketing
component had not been taught and 2% indicated that issues of climate change had not
been taught. The underlying fact in this regard, is that the second questionnaire was
administered just before the closing ceremony where marketing, book keeping and quality
control were taught. It is therefore true that by the time they answered this questionnaire,
they had not yet comprehensively covered the marketing component.
4%
13%
11%
29%
27%
16%
Strongly DisagreeDisagree
Nuetral
Agree
Strongly Agree
Missing values
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F. EFFECTIVENESS OF THE COURSE TRAINERS
5.0 EFFECTIVENESS OF COURSE TRAINERS
The training was conducted by Appropriate Rural Technology Institute (ARTI) and Uganda
National Farmers Federation (UNFFE). During the training, various kinds of materials were
used to convey the message to the participants including; handouts, PowerPoint,
microphones and other practical materials. The trainers also tried as much as possible to
provide appropriate examples, translate the presentation and also motivate the
participants.
Figure 22: Effectiveness of the Course trainers
Figure 22 above shows that 98% of the respondents were satisfied with effectiveness of the
course trainers and the approach they used in training the participants. Tables 8, 9, 10, 11,
12 and 13 in the appendix provide a detailed analysis of the various variables that were
analyzed under the effectiveness of the training presentations.
98%
2%
Satisfied
Not motivated to incorporate
new ideas into practice
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G. EFFECTIVENESS OF PRESENTATIONS
6.0 EFFECTIVENESS OF TRAINING PRESENTATION
At the beginning of the training, participants had were told that the training material would
be provided in multiple formats, that they would practically participate in manufacturing
charcoal briquettes, the training materials would be sufficient and available to every
participant and that the training would be interactive. Accordingly, 97% of the
respondents showed great satisfaction with the effectiveness of the presentations made
during the training. Some respondents indicated that they had not been put in groups (1%),
others did not practically participate in the making of charcoal briquettes and others
thought it was not interactive because of the language barriers.
Figure 23: Effectiveness of the training presentations
Tables 14, 15, 16 and 17 in the appendix provide a detailed analysis of the various variables
that were analyzed under the effectiveness of the training presentations.
97%
1%
1%
1% Satisfied
Not put in discussion groups
Did not practically participate
in the making of charcoal
briquettes
Not interactive because of the
language barrier
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H. PARTICIPANTS COMMENTS
7.0 PARTICIPANTS COMMENTS
7.1 Key training aspects
At the end of the training all the participants were availed an opportunity to comment on
the training aspects they considered more important to them. 31% of the respondents
indicated that all the training aspects from the trial stage, kiln fabrication to the production
of charcoal briquettes were helpful, 33% showed more interest in making charcoal for
cooking, 16% were interested in the manufacture of possibilities of saving energy and
preserving the environment through making charcoal briquettes, 7% were surprised with
how agricultural waste can be turned into money, and 2% the raw materials that were used
in the production of charcoal briquettes. There was also a small percentage (0.7%) of the
respondents who though that because charcoal can be made at home, it would help prevent
their girls from getting defiled while fetching firewood. See table 18 in appendix .
7.2 Training aspect that need to be changed
In order to make the training more effective and efficient, participants were requested to
indicate the various aspects of the training that they thought should be changed. Although
the majority of the respondents (34%) thought that the training had been well organized
and nothing needed to be changed, 14% thought that the language of communication
should be changed to their local dialect to ease communication, 12% indicated that there is
need to use electronic equipment for production of charcoal briquettes in order to hasten
the process and also increase productivity, 11% indicated that there is need to train more
people so that work can be done more easily, 7% thought that the time given to the training
was too short and needed to be extended to allow enough practice for the participants and
1.3% thought that there was need to focus on energetic youth because making briquettesrequires a lot of energy. See table 19 in the appendix.
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7.3 Application of the knowledge gained from the training
In order to ensure that the knowledge gained by the participants does not go to waste and
also provided a benchmark for future monitoring and evaluation, participants were asked
to indicate how their proposals on the application of the knowledge they had gained. 25%
of the participants indicated that they would mobilize other farmers in the district to
undertake charcoal briquette production, 19% indicated that they would sensitize people
about the dangers of cutting down trees for charcoal, and 15% indicated that they would
start small businesses for charcoal briquette manufacturing. See table 20 in appendix.
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8.0 CONCLUSION
The findings from the survey indicate that wood and charcoal are consumed by the
majority of the people in rural areas irrespective of the levels of education, age or
occupation. This raise complex issues with regard to uncertainty in the actual consumption,
demand and sustainability of the forest resources. The growing dependence on wood andcharcoal coupled with the depletion of forests changes in the weather patterns with
adverse ecological consequences (like loss of biodiversity, release of carbon dioxide into
the atmosphere, drought and soil erosion). To complicate the matters further for policy, the
patterns of wood fuel use vary widely (between urban and rural) along with the causes of
scarcity and the degree to which people get affected.
New techniques such as those that relate to making charcoal briquettes from agricultural
waste material provide an opportunity for the country to change the fortunes of the
environment. The charcoal briquette making technology was a welcome idea among all the
participants, the environmentalists who viewed this technology as an avenue to reduce
deforestation and the entrepreneurs who viewed this as an opportunity to gain income
from agricultural waste.
Despite the number of people trained, this initiative promises a greater positive impact on
the environment. To realize this objective, the few people who have been trained by the
project should be supported and continuously facilitated to reach out and impact on other
community members.
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9.0 APPENDIX
9.1 List of tables
Table 4: Average amount earned by employees
Average amount earned Frequency Percent
0 to 50,000 40 26.0
60,000 to 100,000 26 16.9
100,000 to 150,000 4 2.6
160,000 to 200,000 4 2.6
200,000 to 500,000 5 3.2
Not Applicable 45 29.2
Missing value 1 .6
Total 125 81.2
System 29 18.8
Total 154 100.0
Table 8: Provided a well-organized presentation
Frequency Percent Valid Percent
Cumulative
Percent
Valid Strongly Disagree 1 .7 .7 .7
Disagree 1 .7 .7 1.3
Neutral 3 2.0 2.0 3.3
Agree 59 39.1 39.1 42.4
Strongly Agree 78 51.7 51.7 94.0
Missing values 9 6.0 6.0 100.0
Total 151 100.0 100.0
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Table 9: communicated material in very clear and simple language
Frequency Percent Valid Percent
Cumulative
Percent
Valid Neutral 11 7.3 7.3 7.3
Agree 71 47.0 47.0 54.3
Strongly Agree 60 39.7 39.7 94.0
Missing values 9 6.0 6.0 100.0
Total 151 100.0 100.0
Table 10: Provided appropriate examples
Frequency Percent Valid Percent
Cumulative
Percent
Valid Disagree 1 .7 .7 .7
Neutral 7 4.6 4.6 5.3
Agree 59 39.1 39.1 44.4
Strongly Agree 72 47.7 47.7 92.1
Missing Values 12 7.9 7.9 100.0
Total 151 100.0 100.0
Table 11: Motivated me to incorporate new ideas into practice
Frequency Percent Valid Percent
Cumulative
Percent
Valid Strongly Disagree 2 1.3 1.3 1.3
Disagree 1 .7 .7 2.0
Neutral 4 2.6 2.6 4.6
Agree 68 45.0 45.0 49.7
Strongly Agree 60 39.7 39.7 89.4
Missing Values 16 10.6 10.6 100.0
Total 151 100.0 100.0
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Table 12: Would recommend this training to other farmers
Frequency Percent Valid Percent
Cumulative
Percent
Valid Strongly Disagree 1 .7 .7 .7
Agree 40 26.5 26.5 27.2
Strongly Agree 95 62.9 62.9 90.1
Missing values 15 9.9 9.9 100.0
Total 151 100.0 100.0
Table 13: Trainer was very friendly and encouraging
Frequency Percent Valid Percent
Cumulative
Percent
Valid Disagree 1 .7 .7 .7
Neutral 2 1.3 1.3 2.0
Agree 43 28.5 28.5 30.5
Strongly Agree 92 60.9 60.9 91.4
Missing Values 13 8.6 8.6 100.0
Total 151 100.0 100.0
Table 14: Material was presented in multiple formats
Frequency Percent Valid Percent
Cumulative
Percent
Valid Strongly Disagree 3 2.0 2.0 2.0
Diasagree 1 .7 .7 2.6
Neutral 8 5.3 5.3 7.9
Agree 54 35.8 35.8 43.7
Strongly Agree 66 43.7 43.7 87.4
Missing values 19 12.6 12.6 100.0
Total 151 100.0 100.0
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Table 15: Practically participated in the manufacturing of briquettes
Frequency Percent Valid Percent
Cumulative
Percent
Valid Strongly Disagree 2 1.3 1.3 1.3
Neutral 1 .7 .7 2.0
Agree 43 28.5 28.5 30.5
Strongly Agree 90 59.6 59.6 90.1
Missing values 15 9.9 9.9 100.0
Total 151 100.0 100.0
Table 16: Training material was sufficient and available
Frequency Percent Valid Percent
Cumulative
Percent
Valid Disagree 2 1.3 1.3 1.3
Neutral 1 .7 .7 2.0
Agree 50 33.1 33.1 35.1
Strongly Agree 81 53.6 53.6 88.7
Missing values 16 10.6 10.6 99.3
44 1 .7 .7 100.0
Total 151 100.0 100.0
Table 17: Training was very interactive
Frequency Percent Valid Percent
Cumulative
Percent
Valid Strongly Disagree 2 1.3 1.3 1.3
Disagree 3 2.0 2.0 3.3
Neutral 4 2.6 2.6 6.0
Agree 43 28.5 28.5 34.4
Strongly Agree 80 53.0 53.0 87.4
Missing values 19 12.6 12.6 100.0
Total 151 100.0 100.0
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Table 18: What aspects of the training were more helpful to you and why?
Frequency Percent Valid Percent
Cumulative
Percent
Valid Manufacturing briquettes
because it will save energy
and also preserve the
environment
24 15.9 15.9 15.9
All aspects were helpful
from the trial stage to the
production of charcoal
briquettes
47 31.1 31.1 47.0
Raw materials that were
used
3 2.0 2.0 49.0
Changing agricultural
waste into money
10 6.6 6.6 55.6
Making charcoal for
cooking
49 32.5 32.5 88.1
Missing value 17 11.3 11.3 99.3
Charcoal can be made at
home and prevent our girls
from getting defiled while
fetching firewood
1 .7 .7 100.0
Total 151 100.0 100.0
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Table 19: What aspects of the training need to be changed or improved and Why?
Frequency Percent Valid Percent
Cumulative
Percent
Valid Use of electronic equipment
for production of briquetes
18 11.9 11.9 11.9
None 51 33.8 33.8 45.7
Need to change the size of the
kiln so as to produce large
quantities of char powder
2 1.3 1.3 47.0
Language 21 13.9 13.9 60.9
Kiln making. The participants
were more than the number of
kilns, so everyone could not
effectively participate
6 4.0 4.0 64.9
Train more people so that
work can be done easily
17 11.3 11.3 76.2
Missing value 23 15.2 15.2 91.4
Time given to the training is
too short and should be
extended
11 7.3 7.3 98.7
Focus on energetic youthbecause making briquettes
requires alot of energy
2 1.3 1.3 100.0
Total 151 100.0 100.0
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Table 20: How will you apply what you've learned in this workshop?
Frequency Percent Valid Percent
Cumulative
Percent
Valid Mobilise farmers in the
district to do the same
37 24.5 24.8 24.8
Sensitise people about the
dangers of cutting trees for
charcoal purposes and train
othershow to use this
technology
28 18.5 18.8 43.6
Start small business for
manufacturing briquettes
22 14.6 14.8 58.4
Train students to startusing charcoal briquettes
and manufacture them
3 2.0 2.0 60.4
Use technology in my area 32 21.2 21.5 81.9
Missing value 27 17.9 18.1 100.0
Total 149 98.7 100.0
Missing System 2 1.3
Total 151 100.0
Table 21: age_group
Frequency Percent Valid Percent
Cumulative
Percent
Valid below 20 3 1.9 1.9 1.9
21-30 45 29.2 29.2 31.2
31-40 37 24.0 24.0 55.2
41-50 38 24.7 24.7 79.9
51-60 20 13.0 13.0 92.9
61 and above 11 7.1 7.1 100.0
Total 154 100.0 100.0
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Table 22: Average Age of respondents
District Mean N Std. Deviation
Bushenyi 37.97 29 11.391
Kabarole 35.14 29 10.384
Kamwenge 41.23 31 13.460
Kasese 37.33 33 11.329
Rukungiri 48.50 32 13.588
Total 40.14 154 12.863
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9.2 Survey Instruments
9.2.1 Questionnaire 1: Baseline information
UGANDA NATIONAL COUNCIL FOR SCIENCE AND
TECHNOLOGY UNCST)
CHARCOAL BRIQUETTES PROJECT BASELINE SURVEY QUESTIONNAIRE
SECTION 1: P RTICIP NT’S P RTICUL RS
Name: ……………………………………………………………………………
Gender: ………………………………………………………………………….
Age: ……………………………………………………………………………..
District: ………………………………………………………………………….
Occupation: ….…………………………………………………………………..
Highest formal qualification: ……………………………………………………
Date of survey: ………………………………………………………………….
Uganda National Council for Science and Technology UNCST)
Plot 6, Kimera Road, Ntinda
P. O. Box 6884, Kampala, Uganda
Tel: +256 414 705 500
Fax: +256 414 234 579
Email: [email protected]
Website: www.uncst.go.ug
mailto:[email protected]:[email protected]:[email protected]://www.uncst.go.ug/http://www.uncst.go.ug/http://www.uncst.go.ug/http://www.uncst.go.ug/mailto:[email protected]
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SECTION 2: ENERGY SOURCES
Qn1. Which of the following sources of energy do you use for cooking on a daily basis?
Tick appropriately
Charcoal Wood Biogas Electricity Solar Gas
Others, specify…………………………………………………………………….. a) If you use charcoal or wood fuel, please state where these are obtained from.
………………………………………………………………………………………………
b) How much of charcoal or wood do you use on a daily basis/ monthly
.............................................................................................................................
c) If the charcoal or wood fuel is bought from the market, please state at how much each
of these is obtained
………………………………………………………………… ………………………….
SECTION 3: AGRICULTURAL PRODUCTION AND ENVIRONMENTAL PROTECTION
Qn2a) What type of crops do you grow on this farm?
............................................................................................................................
b) How do you dispose off agricultural waste from this farm?
...........................................................................................................................
c) How much output do you produce per month (quantities)?
............................................................................................................................
d) Are there any methods that you have developed/ used to control soil erosion/
environmental degradation on your farm? If yes, explain
..........................................................................................................................
Qn3a) How many workers are employed on your farm?
..........................................................................................................................
b) If you have employees on this farm, how much do they earn on a monthly basis?……………………………………………………………………………………………
Qn4a) Do you have any other sources of income other than farming?
Yes No
b) If yes, please explain………………………………………………………………….
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c) At how much do you sell your output? …………………………………………..
d) What is your total income on a monthly basis?
...........................................................................................................................
5a) Which of the following terms are you familiar with? (tick all that are applicable)
Climate change Deforestation Global warming
b) Explain what you understand by the term(s) you have ticked in 5a above
………………………………………………………………………………………………..……
………………………………………………………………………………………
c) Do you think deforestation contributes to climate change? Yes No
SECTION 4: CHARCOAL BRIQUETTES
Qn6a) Have you heard about charcoal briquettes?
Yes No
b) If yes, please state source………………………………………………………………
c) Have you used charcoal briquettes before?
Yes No
d) If yes, how would you compare them with wood charcoal?
…………………………………………………………………………………………………
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9.2.2 Questionnaire 2: Training evaluation
UGANDA NATIONAL COUNCIL FOR SCIENCE AND
TECHNOLOGY UNCST)
CHARCOAL BRIQUETTES PROJECT TRAINING EVALUATION QUESTIONNAIRE
P RTICIP NT’S P RTICUL RS
Name: ……………………………………………………………………………
Gender: ………………………………………………………………………….
Age: ……………………………………………………………………………..
District: ………………………………………………………………………….
Occupation: ….…………………………………………………………………..
Highest formal qualification: ……………………………………………………
Date of survey: ……………………………………………………………………
Uganda National Council for Science and Technology UNCST)
Plot 6, Kimera Road, Ntinda
P. O. Box 6884, Kampala, Uganda
Tel: +256 414 705 500
Fax: +256 414 234 579
Email: [email protected]
Website: www.uncst.go.ug
mailto:[email protected]:[email protected]:[email protected]://www.uncst.go.ug/http://www.uncst.go.ug/http://www.uncst.go.ug/http://www.uncst.go.ug/mailto:[email protected]
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TRAINING EVALUATION
For each question, please check the box under the number that best represents your
assessment of the training course. Your assessment of this training event will help us plan
future charcoal briquette training programs. Thank you!
SECTION 1: TRAINING OBJECTIVES
1a) Tick as appropriate on the effectiveness of training objectives
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
1 2 3 4 5
1. The training Objectives were made clear to me
2. The Course was consistent with the stated
Learning Objectives
3. All of the Learning Objectives were met
4. The Course covered issues of Climate change,
deforestation and global warming
5. The Course covered environmental issues (tree
planting, wetlands, forests, pollution, etc)
6. During the Course, we conducted practical
charcoal briquette manufacturing and equipment
fabrication
7. The Course covered issues of entrepreneurship
(marketing, storage, book keeping, etc)
b) If you strongly disagree with any of the above statements, please explain
………………………………………………………………………………………………………
………………………………………………………………………………………………………
SECTION 2: EFFECTIVENESS OF THE COURSE TRAINERS
2a) Please rate the effectiveness of the course trainers on a scale of 1 – 5 on the issues
below
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
1 2 3 4 5
1. Provided a well organized presentation
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2. Communicated material in very clear and
simple language
3. Provided appropriate examples
4. Motivated me to incorporate new ideas into
practice
5. Trainer was very friendly and encouraging6. I would recommend this training to other
farmers
b) If you strongly disagree with any of the above statements, please explain
………………………………………………………………………………………………………
……………………………………………………………………………………………
SECTION 3: EFFECTIVENESS OF PRESENTATIONS
3a) Please rate the effectiveness of the presentations on a scale of 1 – 5 on the issues
below
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
1 2 3 4 5
1. Material was presented in multiple formats
(lecture, discussions, small discussion groups,
power points, etc)
2. We all practically participated in themanufacturing of charcoal briquettes
3. Training material was sufficient and available
4. Training was very interactive
b) If you strongly disagree with any of the above statements, please explain
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
SECTION 4: OVERALL RATINGS
4) Please rate the trainer and course on a scale of 1 - 5
Strongly Disagree Neutral Agree Strongly
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8/21/2019 Charcoal Briquettes Project Baseline Survey Report
53/53
Disagree Agree
1 2 3 4 5
1. Overall rating of the trainer
2. Overall rating of the course
SECTION 5: PARTICIPANT COMMENTS
5a). What aspects of the training were most helpful for you? Why?
b) What aspects of the training need to be changed or improved? Why?
c) How will you apply what you’ve learned in this workshop? Please provide at least
two specific examples.