report tot 2nd master trainers tna, oct02, engllad.nafri.org.la/fulltext/lad010320041029.pdf · ¾...

Second Training of Master Trainers in

Agricultural Extension

Training Needs Assessment KISS

October 7 to 11, 2002

Conducted with the support of LBL, Swiss Center for Agriculture Extension

CETDU

Central Extension Training and Development Unit

NAFES

Second Training of Master Trainers in Agricultural Extension

Training Needs Assessment KISS

- Keep It Short and Simple -

October 7 to 11, 2002

Laos Extension for Agriculture Project P.O. Box 9159

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

Email: [email protected]

2nd Training of Master Trainers in Training Need Assessment, October 7 – 11, 2002, LEAP 1

Content

1. Summary

2. Acronyms

3. List of participants 4. Timetable 5. Review of Results

5.1 Objective and Introduction 5.2 The role of the extension worker 5.3 The extension elephant and the extension butterfly 5.4 Financing Extension 5.5 Extension methodology and technical content 5.6 Prepare for TNA KISS (Keep it Short and Simple) 5.7 First testing of TNA KISS 5.8 Evaluation and adjustment of the KISS tool 5.9 Reporting system for TNA KISS 5.10 Planning for introduction of TNA KISS to other districts 5.11 Final Remark

6. Attachments 6.1 Framework for TNA KISS 6.2 Reporting sheet for TNA KISS


1. Summary Topic: Second Training of Master Trainers on agricultural extension Time: October 7 to 11, 2002 Place: Teachers Training College, Pakse, Champasak Province

Lak 8 and Nasomvang villages in Phonthong District Participants: 25 (4 female),

including 17 (2) from Vientiane and 8 (2) form Champasak Facilitators: Mr. Ueli Scheuermeier, LBL, Switzerland Mr. Somxay Sisanonh, Coordinator of CETDU Mrs. Andrea Schroeter, TA LEAP Translator: Mrs. Buakhai Phimmavong , EDC Laos Guests and Part- Mr. Khamdy Atsayavong, Deputy Director PAFO Champasak time participants: Mr. Vilavong Vannalath, PAFES Head Champasak

Mr. Karl Gerner, CTA LEAP Objective:

Enable Master Trainers to continuous perform training and coaching of provincial and district extension staff

Upgrade knowledge of MT in TNA, participation and financing extension

Develop and test a simple module for TNA Determine an action plan for TNA for MT

Content:

Basic concepts of extension approaches: functionalities, methodologies, participation, data collection, financing

A simple and easy TNA (development, application, test, analysis) Outputs:

Basic concepts of extension approaches are repeated TNA KISS comprising 12 steps developed and tested in two pilot

village A format for reporting on TNA KISS developed An action plan is set up for the MTs to introduce TNA KISS in all

pilot districts A program for implementing TNA KISS in all pilot villages of

Phonethong District determined

Assignments: MT introduce TNA KISS in all pilot districts and follow up the

experiences MT evaluate first experiences and adjust the module Module TNA KISS published and distributed to other districts by

mid of 2003


2. Acronyms

ADB Asian Development Bank EDC Enterprise Development Consultants Co., Ltd. CETDU Central Extension Training and Development Unit (in NAFES) DAFES District Agriculture and Forestry Extension Service FFS Farmers Field School FSEW Farming System Extension Workers (generalists at district level) IPM Integrated Pest Management IRRI International Rice Research Institute KISS Keep It Shrot and Simple LBL Swiss Center for Agriculture Extension

(Landwirtschaftliche Beratungsstelle Lindau) LEAP Laos Extension for Agriculture Project

MT Master Trainers NAFES National Agriculture and Forestry Extension Service

NLPC Nong Teng Livestock Production Center

PAFES Provincial Agriculture and Forestry Extension Service PTD Participatory Technology Development SCPC Soil and Crop Production Center SMS Subject Matter Specialist (at province level) TNA Training Needs Assessment VEW Village Extension Worker WB World Bank


3. List of participants No Name Organization Master Trainers: 1 Mr. Khambane Chanthavong CETDU 2 Mr. Khampeui Chanthavong CETDU 3 Mr. Tidpachan Inthilith CETDU 4 Mrs. Somchit Sengluangsouk CETDU 5 Mr. Ketsana Saiyasen CETDU 6 Mr. Bounkham Technical Division NAFES 7 Mr. Manivanh Moukda Technical Division NAFES / ADB / WB 8 Mr. Bounhom Sounthala Technical Division NAFES

Shifting cultivation and stabilization center9 Mr. Oune Inthasone Technical Division NAFES

Reforestation Program 10 Mr. Bounhong Ankheun Technical Division NAFES

Rural Development Project 11 Mr. Anousak Mixaykham Administration NAFES 12 Mr. Bouthong Choumsy Soil & Crop Production Center (SCPC) /

IPM 13 Mr. Sengthong Phouangkhamwang Soil & Crop Production Center (SCPC) /

IPM 14 Mrs. Phaithoun Sysombat Nong Teng Livestock Production Center

(NLPC) 15 Mr. Somlith Yensengsuli Nong Teng Livestock Production Center

(NLPC) 16 Mr. Phonethong Thammavong Nong Teng Livestock Production Center

(NLPC) 17 Mr. Sengthavy Phannalangsy Nong Teng Livestock Production Center

(NLPC) Provincial and district staff

(on October 8 to 10, 2002):

18 Mr. Viengsay Sipaphone PAFES Champasak 19 Mr. Bounthieng Liengkahmsouk PAFES Champasak 20 Mr. Phetdanvanh Vongkhamsao PAFES Champasak 21 Mr. Phonsavath Vonghasouk PAFES Champasak 22 Mr. Nouphay Boutsaseng DAFO Phonethong District 23 Mrs. Somkhit Chanthamath DAFO Phonethong District 24 Mrs. Khamphoun Manigan DAFO Phonethong District 25 Mr. Phoungphet Souvanamethy DAFO Phonethong District


4. Timetable

Day Time Content Sunday 06.10.02 8.00 Travel VTE to Pakse Monday 07.10.02 08.30 to 12.00 Introduction

Basic concepts of extension approaches (Functionalities, methodologies)

12.00 to 13.30 Lunch 13.30 to 16.30 Basic concepts of extension approaches

(Participation, data collection, financing) Tuesday 08.10.02 08.30 to 12.00 Prepare for TNA KISS (Keep it Short and Simple)

With the involvement of PAFES CPS and DAFES Phonethong

12.00 to 13.30 Lunch 13.30 to 16.30 Prepare for TNA KISS (Keep it Short and Simple)

With the involvement of PAFES CPS and DAFES Phonethong

Wednesday 09.10.02 08.00 to 12.00 Apply and test the first prototype of TNA KISS in 2 villages (Lak 8 and Nasomvang, Phonthong District)

12.00 to 13.30 Lunch 13.30 to 16.30 Apply and test the first prototype of TNA KISS in 2

villages (Lak 8 and Nasomvang, Phonethong District)

Thursday 10.10.02 08.30 to 12.00 Reflection and analyse of experiences Training preparation

12.00 to 13.30 Lunch 13.30 to 16.30 Final definition of TNA KISS Friday 11.10.02 08.30 to 12.00 Planning activities for MT up to the end of 2002 From 12.30 Lunch and come together Saturday 12.10.02 8.00 Travel Pakse to VTE


5. Review of Results

This second training of Master Trainers in agricultural extension is a part of a continuous coaching and strengthening process in order to enable the MT to train and coach provincial and district extension staff and furthermore to establish a countrywide extension service. Whereas in the first training different extension approaches had been introduced, a frame concept for curriculum development was set up and the position, duties and further cooperation of the master trainers had been clarified, this second training pursues the needs occurred during the coaching process. Following the implementation schedule agreed in the first training, the MT have trained provincial and district staff, introduced the projects objective and extension concepts and initiated a baseline data collection. Reviewing the status of coaching PAFES and DAFES during those activities the most urgent need was a simple module, which enables the district extension staff to identify the most pressing training needs of the villagers. Based on these identified needs the district staff will be able to plan for training and further activities and moreover the support required through the MT can be acknowledged. Aiming at setting up this simple tool for a needs assessment the workshop chases the following procedures: Day 1: The first day mainly concentrated on objectives and procedures of the training, reviewed basic concepts of extension approaches and tackled ways of financing extension activities.

5.1 Objective and Introduction Keeping an eye on the intended output – identifying training needs on village level – the steps to be performed are developed backwards and summarized in the following table:

Question 1st step 2nd step 3rd step When Now October Nov, Dec, ongoing Who LEAP and LBL Master Trainers DAFES staff Where Champasak In each district In the village What Train MT to be able to

conduct training for PAFES and DAFES

Train DAFES and PAFES (Do it together in one village)

Identify training needs and organise a training


Shortly after the training the Master Trainers will train DAFES and PAFES in application of the TNA. The needs on village level of the whole pilot areas will be identified and the assessment will be completed latest December 2002. All data will be available during the second training of DAFES and PAFES staff. The experiences made will be evaluated and the module adjusted accordingly. It is envisaged that in February or March 2003 the tested and revised module for identifying training needs is documented and can be replicated anywhere. 5.2 The role of the extension worker Every extension worker has to be aware about his/her role in the village, which can vary between being a facilitator, trainer, teachers, partner, moderator, resource person, instructor or leader. The interaction of the extension worker and the villagers will be crucial for a successful and sustainable extension service. The Extension staff has to keep in mind that they work with a whole population, but at the same time depend on the response and action of individual farmers. Different approaches in transmitting knowledge to those farmers will lead to various results. We classified and concentrate on three main approaches:

Participatory approach Integrated approach Non-participatory, leading approach


The participatory approach involves interaction between all section of the target village community and the extension workers. This interaction from both sides’ experiences continues throughout the planning, implementation, monitoring and evaluation phase. The output is a joint product, which relies on a synergy effect between the participating partners. The “product” of an integrated approach is also based on a joint planning through interaction of providing input and knowledge from both sides. The implementation however is mainly performed by the villagers, while the extension worker is facilitating the whole process and practically supporting only in case it is required. Both approaches rely on the farmer’s decision making. Therefore it is crucial to understand this decision making process, how farmers make their decisions and how information spreads within a community. Those crucial steps can be classified as follows:

1. The farmers are aware and informed that there is a new product or opportunity 2. The farmers’ interest in the new opportunity depends on weather they believe

it fits to their situation 3. There is a trial on the new technology 4. The farmers evaluated the trial and decide whether the result was good. 5. Finally the farmers decide to use or adopt the innovation on a larger scale

We are talking about a leading approach, when the extensionist has a ready-made idea for developing a village. He/she is teaching and advising about a certain product according to a fixed time-schedule, involving villagers’ participation to a very low extent. The approach in rare cases may rely on the farmers’ needs but doesn’t consider the actual situation of the respective villages. The crucial mistake is that the farmers aren’t included in the decision making process how and what to implement. Villagers will not identify the product as their own product and adoption by other farmers will seldom take place. The approach is not useful for initiating a sustainable development. 5.3 Correlation between the extension elephant and the extension butterfly The extension elephant and the functional model of the extension butterfly had been tackled already in earlier trainings. Nevertheless, the definition of core tasks (elephant) and the interaction between the villagers, researchers, policy level and external services (butterfly) are central points for an advisory service to be understood. Thus it was important to stretch these issues once more.


The extension elephant metaphor illustrates the core tasks that an extension organisation usually performs. Those are assistance in planning, problem solving and evaluation, provision of training and information as well as encouragement of farmers to endeavor new technologies. But offering this core tasks and interact with rural people is not sufficient. In order to enable an extension service to fulfil its purpose, a number of functions linking the extension clients with other actors in the support service system (e.g. research, input supply and markets) need to be performed. Although the service does not need to perform all these tasks itself, extension has a role in ensuring that they are performed. The extension butterfly illustrates these functions. The core services – exemplified in the elephant - appear in the body of the butterfly, while the wings, the abdomen and the head represents the links to other different players. The Lao butterfly also consists of legs, important to speed up a start for flying, which stands as a metaphor for initiating the spreading of tested products. Base on the two models further action around the identification of villagers’ needs were summarized in the following chart:

5.4 Financing Extension Financing extension is a difficult but important issue in the whole extension process. Extension staff should be clear about the ways and possibilities of financing activities, e.g. on loan base, on grant base, on base of full direct payment or on base of a subsidized payment. Quite a lot of public extension systems have failed due to a lack of resources or could not successfully take up their role because of insufficient means. However, this is not only a matter of resources. A publicly funded extension system with a low farmers’ participation, has no direct feedback on the usefulness of


its messages. Introducing a farmers’ participation not only reduces the costs for the State, but also improves the relevance of the service that is provided. Farmers become clients of the extension services, but not the only ones. Other clients can be institutions and organisations that would like to benefit from the wide network and the extensive coverage of the rural population offered by the agricultural extension service. There is no approach to financing extension that is suitable in every situation. Demand driven financing appears as the financing mechanism of the future. It allows demand-oriented services for clients at different levels, from individuals and local interest groups to the public at regional and national levels in a pluralistic extension landscape. Financial sustainability is claimed as an important factor in the success of interventions. Often, however, there are completely unrealistic expectations in this regard. Financial resources in Laos are quite low and many functions developed with donor funds have no chance of ever being financed by local resources. The new approaches to financing extension do not offer easy solutions for this issue. Donor-funded interventions must take this into account. Based on these general considerations the question what the LEAP should support and to what extent was discussed.

5.5 Extension methodology and technical content: The LEAP concentrates on two areas of intervention: the HOW (extension methodology) and the WHAT (technical inputs). There should be an appropriate balance between both issues.


In the first month the project activities concentrated mainly on the extension methodology in order to support the provision of guidelines on extension approaches, comprising information for provincial and district extension staff on how to implement a successful extension service. As soon as the needs on village level have been assessed, activities include the available technical solutions for the farmers. In order to set up a suitable and sustainable extension service system the whole process should focus on both methodology and technical solutions going hand in hand. The most urgent question for the MT now arose in how to evaluate the most pressing problems and training needs of the villager. In three working groups the participants explore possible elements of a one day program for KISS:

Possible elements of a one-day program for TNA KISS

Result group 1

• Cooperate with the village authorities • Assess the needs of the farmers • Evaluate the data for each activity with the

farmers, priorities the activities and set up a time schedule for the implementation according to the farmers availability

• select the appropriate variety for the area


Result group 2

I. Preparation: • Coordination • Assess secondary data • Prepare material for village visit • Prepare budget • Inform village about the visit

II. TNA in the village: • Meet village representatives • Village meeting with all villagers • Inform about object of the visit • Ask the village head to inform about important agricultural production of the

village (potential, problems, solutions,...) • Open discussion for all villagers • Summarize all important data of the village • Plan for training

III. Training for the villagers


Day 2: The topic of the second day was the preparation of the TNA, involving District and Provincial extension staff. 5.6 Prepare for TNA KISS (Keep it Short and Simple) In order to assure a realistic and adequate development and testing of the KISS module, the involvement of local extension staff is necessary. Consequently from this second day onwards the district extension workers of the pilot district Muang Phonehong and PAFES staff from Champasak joined the training. First of all it is necessary that the two parties – the master trainers and the provincial and district extensionists – rely on the level of information. The PAFES and DAFES should be informed about the first day’s findings, especially tackling the objective of the training, the overall object of LEAP as well as the ways of financing extension. The master trainers should get detailed information about the pilot villages to be visited and should know about the districts general data and particularities. The issues were presented and discussed in five steps: 5.6.1 General data about the district

Mr Nouphay, deputy director of DAFO, reported about the general agricultural data of Phonethong district: The district comprises seven sub-districts, including 119 villages belonging mainly to the Lao Loum population (96,7 %). Main occupational field of the inhabitants is agriculture and livestock production, with a concentration on rice, followed by maize, livestock (pigs, chicken cows buffalo) and vegetables. The rice plantation area arise to 24.000 ha rain-fed rice fields and 395 ha off-season rice. The district can report surplus rice, and rice is seen as a main income generating resource. Concerning agriculture extension two major projects supported the district, namely PEP and IRRI. PEP initiated the set up of village extension workers for livestock and plant production in 12 pilot villages. Even so they appreciate the idea and found the establishment successful this system wasn’t extended to other villages of the district. He was not able to give any detailed information why the good experience has not been spread.


Result group 3

• Inform village representatives • Village meeting with all villagers • Explain objective of the visit • Evaluate villagers needs in a participatory way • Villagers identify their potentials in agricultural

production • Villagers identify what they want to do • Summarize the main problems of the village • Develop time schedule for participatory village training


He characterizes two main problems of the district: a) plant pest and b) the low availability of fertilizer for the rice production.

5.6.2 Results of the first day: objectives, financing, extension

The master trainers summarize the objective of the training needs assessment, the objective of the project, the attitude how the project handles the financing factor.

5.6.3 Secondary data about the pilot villages

District extension staff presented the village data. This data is a summary of secondary data through the DAFO and the District mayor’s office and data the extension staff collected.

KM 8 village

Ethnic group Lao Loum (Lowland Lao) Number of HH 65 Number of families 79 Number of inhabitants 419 person (including 208 women) Agriculture Infrastructure: Hand-tractor 30 Agriculture data: Families access to paddy 40 (= 220 persons, including 101 women) Families no access to paddy 39 (= 199 persons, including 107 women) Families with rice surplus 17 (= 102 persons) Families rice sufficient 36 (= 121 persons) Families rice not sufficient 28 (= 196 persons) Production area of paddy 28,08 ha Average harvest per ha 1,5 t Fertilizer used 1778 kg Livestock production: Water-buffalo 36 Pig 7 Poultry 760 Fishpond 10 The main occupational field of the villagers is rain-fed rice production. Due to the lack of irrigation possibilities, none of the villagers produce off-season rice.


5.6.4 Procedure in the village The master trainers explain the initial procedures in the village. First of all the objective of the village visit should be explained and an introduction of all involved persons should be done. Before starting the implementation of the various TNA steps the projects’ overall objective should be presented and discussed. It is crucial to understand, which support the extension service can provide in terms of training and other inputs.

5.6.5 Prepare the different steps of the visit

Before preparing the detailed steps for the TNA, a summary about the dynamics in a village was presented. Attitudes, prevailing knowledge and

Nasomvang village Ethnic group Lao Loum (Lowland Lao) Number of HH 66 Number of families 75 Number of inhabitants 440 person (including 208 women) Number of labour force 218 person (including 104 women) Village foundation in 1991 Agriculture Infrastructure: Hand-tractor 14 Agriculture data: Families access to paddy 74 (= 433 persons, including 214 women) Families no access to paddy 1 (= 7 persons, including 4 women) Families with rice surplus 30 (= 180 persons, including 81 women) Families rice sufficient 42 (= 235 persons, including 112 women) Families rice not sufficient 3 (= 25 persons, including 15 women) Production area of paddy 118,44 ha Average harvest per ha 2,6 t Fertilizer used 4570 kg Livestock production: Water-buffalo 68 (include 37 female) Cattle 125 (including 94 female) Pig 75 (include 25 female) Poultry 1.240 (include 920 female) Fishpond 11 Fish release 5.600 A village veterinarian is trained and operating in the village since 2 years. The main occupational field of the villagers is rain-fed rice production. There is no irrigated off-season rice production. Livestock farming and vegetable production is seen to be an additional source of income.


skills are important factors an extensionist should be aware of in order to understand the situation in the village and support a successful group development.

Based on the outputs of a group work the following framework for the needs assessment has been agreed: I. Preparation: 1. Analyze all available data of the village 2. Prepare the village meeting 3. Send an information letter to the village, including the objective of the visit Those preparation steps have been carried out already. The villagers have been informed prior to this training. The secondary data has been analyzed and summarized on a flipchart paper. Further material, like paper, marker, whiteboard as well as transportation is prepared.


II. Implementation in the village: The participants identified twelve steps for the implementation in the village and drafted a timeframe for the performance.

Time in minutes

Steps 10 1. Introduction of staff 15 2. Explain the objective of the visit 20 3. Extension staff explain their understanding of the prevailing

occupation in the village and check with the reality in the village 15 4. Define 1 to 3 topics for exploring training needs based on the

occupations 20 5. Form a group on each topic and discuss training needs on this

topic 15 6. Each group presents a learning project in the plenary 20 7. Each farmer can pick his/her priority interest by marking on the

whiteboard or paper (male and female use different colors) 5 8. Decide which learning project to start first (consider seasonality)

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

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

5

11. Identify a contact farmer for the training Field visit to the identified production site and families (flexible time)

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

The participants are divided in two groups for the testing of the agreed tool:


Group LAK 8 Group Nasomvang Mrs. Khamphoun Manigan Mr. Phoungphet Souvanamethy Mr. Phetdanvanh Vongkhamsao Mrs. Somkhit Chanthamath Mr. Phonsavath Vonghasouk Mr. Bounthieng Liengkahmsouk Mr. Sengthong Phouangkhamwang Mr. Nouphay Boutsaseng Mr. Bounhom Sounthala Mr. Oune Inthasone Mr. Khambane Chanthavong Mr. Bouthong Choumsy Mr. Bounkham Mr. Bounhong Ankheun Mr. Manivanh Moukda Mr. Ketsana Saiyasen Mrs. Somchit Sengluangsouk Mrs. Phaithoun Sysombat Mr. Khampeui Chanthavong Mr. Anousak Mixaykham Mr. Sengthavy Phannalangsy Mr. Tidpachan Inthilith Mr. Phonethong Thammavong Mr. Somlith Yensengsuli Mr. Ueli Scheuermeier Mr. Somxay Sisanonh Mrs. Buakhai Phimmavong Mrs. Andrea Schroeter

Day 3: The whole third day was used to test the newly developed TNA tool in the two pilot villages Lak 8 and Nasomvang. 5.7 First testing of TNA KISS

During the meeting in the village temple of Ban Nasomvang

Deciding the priority problems and the following group discussion


Visiting the production areas of the identified training fields: Rice production

Talking to the villagers and having a joint lunch was a lot of fun and provide further important information

Improve raising poultry was the priority training need identified in both villages


Day 4: During the fourth day the first experiences with the TNA KISS have been evaluated, the tool has been adjusted and a reporting system developed. 5.8 Evaluation and adjustment of the KISS tool

The two teams present the main findings and experiences. In Ban Nasomvang 33 villager joined the meeting, including 2 women only. The villagers identified two main training needs. Priority was given to raising poultry and to improving off-season rice production secondly. Seven men will join the poultry training, which will take place in January. The exact date will be defined after the training of the extension staff and will be agreed on later. Three men out of this group will function as contact farmers. Every seventh day of each month the extension staff will come for following up the activities. In Ban Lak 8 39 villager joined the meeting, including 18 women. The villagers identified two main training needs. The priorities were distributed equally to Ban Nasomvang, raising poultry rank first and improving off-season rice production secondly. Ten participants, including 2 women, will join the poultry training, which will take place on January 2, 2003. The follow up will be performed on ever 14th and 30th of every month. Mr. Sali has been identified as the contact farmer for poultry production. Looking more deeply into the performance process, the participants recognized the following differences in performance:

Steps Lak 8 Nasomvang 1. Introduction As prepared As prepared 2. Explain objective As prepared As prepared 3. Occupation Presented on flipchart Presented on flipchart 4. 1 to 3 topics Selected in plenary Selected in plenary 5. Form a group Discussion in group Discussion in plenary 6. Present learning projects Presentation of group

results DAFES summarize discussion

7. Pick priority interest By marking on flipchart paper

By raising hands


8. Learning project to start first

Counting rates Counting rates

9. Names of interested farmers

DAFES note down names

Village representatives note down names

10. 10 families for training Selection done by farmers

Selection done by farmers

11. Contact farmer One contact farmer Three contact farmers 12. Detailed training

procedures Main important steps • Detailed contents of

the training • Farmers’ expected

output of the training • Fix time schedule of

the training and follow ups

• Preparation to be done by farmers

• Preparation to be done by extension staff

developed together:

Including these experiences a framework for the TNA KISS was established and will be introduced to all pilot districts in the next weeks. 5.9 Reporting system for TNA KISS Based on the framework the participants developed as a next step a sheet for reporting the results of a TNA KISS. The reporting system comprises the following ten points:

1. Village, date, participants (men, women) 2. Title of Learning Project 3. Content 4. Expected Results 5. Time-schedule

First training (date, time, training place): Follow up (date, time, meeting place):

6. Participating Farmer Families (max. 10 farmers) 7. Name of contact farmers 8. Preparation to be done by farmers 9. Preparation to be done by DAFES 10.Remarks For internal use: a. Second Priority (Total interested farmers, men, women) b. Third Priority (Total interested farmers, men, women)

The sheet will be filled in directly in the village and serves as basis for further activities. Two copies of the report will be prepared; one sheet remains in the village and the second exemplar is for the district extension workers.


Day 5: The fifth and last day was used to develop an action plan for the introduction of the TNA KISS to all pilot districts. 5.10 Planning for introduction of TNA KISS to other districts

During the last day the master trainers developed an action plan to introduce the method to the other 5 pilot districts. It was agreed that the introduction comprises about three days with the following actions:


Preparation:

1. Organize official approval 2. Inform PAFES and DAFES 3. Arrange logistics and budget 4. Study available information about the provinces, districts and villages 5. Prepare material (forms, etc)

Day 1:

1. Explain the objective of the effort to DAFES 2. Train DAFES staff to apply TNA KISS 3. DAFES tell the Master Trainers everything they know about the district and the

villages 4. Explain the 12 steps 5. Practice some of the steps 6. Prepare how to explain objective of the visit to farmers 7. Arrange logistics of the visit

Day 2 (Field visit):

1. Supervise the application of the 12 steps 2. Supervise the report writing (one sheet for the villagers, one for DAFES and

specially in this case one for the MT) Day 3:

1. Set up a realistic time schedule for the application of KISS in all pilot villages (one copy for the MT and one for DAFES)

2. Refection and report on experiences, including suggestions for the improvement of the TNA

After return:

1. Reporting to representatives of the respective centers and projects 2. Replicate the training for TNA KISS to other extension staff in the organization 3. Report to CETDU about the experiences and suggestion for improvement 4. Set up a network of all MT and potential MT and conduct regularly meetings

Furthermore the teams and time schedule for the visit to the respective districts have been agreed. Up to November 15, 2002 the TNA KISS will be introduced and tested in all pilot districts. 5.11 Final Remark The TNA KISS module is considered to be one of so far 11 products of the LEAP/CETDU that will be provided to the provincial and district extension staff, along with the required training and coaching. Further modules are in preparation. All those modules – based on established procedures of various programs and projects – reflect the local conditions of Lao farmers. Even all those modules are stand-alone efforts, the combination of all will lead to a comprised program for setting up a country-wide, appropriate extension service system.


6. Attachments: Framework for KISS Training Needs Assessment

for agricultural extension staff

Keep It Short and Simple

I. Preparation: 1. Analyze all available data of the village 2. Prepare the village meeting 3. Send an information letter to the village, including the objective of the

visit

II. Implementation in the village: Time

in minutes

Pictures Steps

5 1. Introduction of staff 5

2. Explain the objective of the visit

15

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

5

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

20

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

15

6. Each group presents a learning project in the plenary


Time

in minutes

Steps

10

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

5

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

10

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

20

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

5

flexible

5. Identify maximum 3 contact farmers for the training

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

60

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

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


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

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

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

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

report tot 2nd master trainers tna, oct02, engllad.nafri.org.la/fulltext/lad010320041029.pdf · ¾...

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