Improved Food Drying and Storage Training Manual (Peace Corps, 1982, 276 p.) Sessions Session #1: Introduction and scheduling Session #2: Tour of solar dryers Session #3: Community assessment Session #4: Dryer and storage time line Session #5: Food dryer and storage considerations Session #6: Smoke tests Session #7: Model design and construction Session #8: Introduction to adult learning Session #9: Natural cooling and rainy season drying Session #10: Design of dryers and stores Session #11: Construction Session #12: Facilitation skills Session #13: Unload dyers Session #14: Economics Session #15: Storage pests and their control Session #16: Other technologies Session #17: Mid-program evaluation Session #18: introduction to non-formal education Session #19: Non-formal education presentations Session #20: Introduction to method demonstrations Session #21: Practicing method demonstrations Session #22: Local development projects Session #23: Independent study Session #24: Chemical and non-chemical pest control Session #25: Action plan Session #26: Assessment and modification of dryers and stores Session #27: Program evaluation Session #28: Preparation of presentations Session #29: Presentation of devices Session #30: Wrap-up Session A-1 to A-5

Improved Food Drying and Storage Training Manual (Peace Corps, 1982, 276 p.)

Sessions

Session #1: Introduction and scheduling

TOTAL TIME:

2 Hours (the first session of the program)

OBJECTIVES:

By interviewing each other and introducing each other to the group, the participants will gain interviewing and speaking skills.

By identifying the skills and resources in the group and posting the written interviews, the participants will gain recognition of the information that they bring into the training program.

By describing their personal expectations of the program and the expectations that their communities have of them, the participants will better understand whether or not their expectations will be met by the program.

By reviewing the proposed schedule and sessions with the trainers and making necessary changes, the participants will understand how their expectations can be met and the flexibility of the trainers.

By reviewing the Introduction to Training, the participants will understand the parallels between this training program and community development work.

MATERIALS:

Newsprint and markers, masking tape and for each participant, "Participant's Notebook" containing: a table of contents, the list of handouts, the biographies of the trainers, the handouts for each session, notebook paper, pen and/or pencil and text(s) (as available).

RESOURCES:

Handout 1A: Proposed Training Program Schedule
Handout 1B: Session Descriptions
Handout 1C: Introduction to Training
Handout 1D: Blank Two-Week Schedule

Trainer Note Prepare the room by arranging a sufficient number of chairs in a circle or semi-circle. Post the objectives and the session procedures. Have a sufficient number of pieces of lined paper or newsprint, markers or pens for the interviewing step, enough pieces of tape to post each piece of paper or newsprint and one "Participant's Notebook" for everyone in the room (see Trainers' Guide for details). Prepare the questions listed in Step 10.

PROCEDURES:

Step 1:	5 minutes
	Welcome everyone to the training. Explain the reasons for this session, its objectives and procedures.

Trainer Note This first activity of the first session will set the mood for the program so be relaxed, flexible, accepting, non-authoritarian and in a good humor. Ask if everyone in the group knows each other. If they do, this session can be shortened considerably by quickly going through steps 2, 3, 4 and 5, which will allow more time for expectations and scheduling. Stress the importance of introductions at the beginning of any program and the identification of local resources and skills.

Step 2:	10 minutes
	Post a blank piece of newsprint at the front of the room, head it "Interview Questions" and ask the group to list the questions they would like to have shared with the group.

Trainer Note The list should include: Name, home, work, skills or experience in: food drying, food storage, construction, education, extension and language, plus personal expectations of the program and expectations that your community members have of your during this program. You may want to prepare this list before the session, post it and review it here.

Step 3:	20 minutes
	Form small groups, interview each other and write down the answers to the interview questions.

Trainer Note If the group has less than 20 people in it, these groups can be pairs and the answers can be written on notebook paper. If the group is larger than 20, form small groups of 4 or 5, have one person record the answers for the entire group on one sheet of newsprint, then have one person introduce the entire small group to the large group, to save time. Writing the names and other information on newsprint makes it easier to match names with faces. Have people interview people they don't already know. Remind the groups of the time to keep from going too long.

Step 4:	20 minutes
	Have people introduce each other to the group.

Trainer Note With pairs, have each person introduce their new friend. With larger groups, have one person introduce the group. Have people stand as they are introduced. Be sure each interview question is answered for each person. Point out the large number of people in the room who bring skills and resources to the group.

Step 5:	5 minutes
	Post the answers to the interview questions around the room.

Trainer Note Remind people to read over the posted answers to better identify local resources.

Step 6:	10 minutes
	List and review the expectations of the group.
	Explain which will be met by the proposed training schedule, which can be met with some schedule changes and which will not be able to be met.

Step 7:	5 minutes
	Distribute the Participant's Notebooks, texts and pens.

Step 8:	20 minutes
	Have everyone read the Biographies of the Trainers and answer any questions they may have. Have everyone review Handouts 1A and 1B, "Proposed Training Program Schedule" and "Session Descriptions".

Trainer Note If it is necessary to add or subtract some sessions, include some of the optional sessions or change the proposed schedule to meet the expectations of the participants, do it at this time for the first week, filling in the "Blank Two-Week Schedule", Handout 1D as necessary.

Take the following suggestions into account when rescheduling: balance classroom and outdoor sessions, note weather patterns (morning clouds, afternoon showers, etc.) when scheduling outdoor sessions, try to follow the chronological order of the sessions as listed in Handout 1B. Remind everyone that the schedule for the second week of training can be made or changed during Session 17, the Mid-Program Evaluation.

Step 9:	15 minutes
	Have everyone read Handout 1C, "Introduction to Training" and answer any questions.

Trainer Note Explain that Handout 1C describes the training program philosophy, which may be different than the philosophies (if any) of training programs in the past. Point out the parallels between this training program and effective community development work.

Step 10:	10 minutes
	Conclude the session by asking, "Did any of your expectations change during this session? Did the schedule present something that you were not expecting during training? Is there anything that you've heard about the training that hasn't been discussed? and Have the objectives of the session been met?"

Trainer Note It is helpful if these questions are written and posted in the front of the room. If there is little or no response, end the session by reminding everyone to bring their notebooks with them to each session. Encourage them to read upcoming handouts and the texts.

Session #2: Tour of solar dryers

TOTAL TIME:

2 Hours (this session is best done early in the morning of a warm, sunny day for optimum drying and dryer performance.)

OBJECTIVES:

By discussing the advantages and disadvantages of several different dryers, noting their air flow and temperature differences and by taking notes, participants will be able to compare and contrast the different dryers for effectiveness.

By preparing various locally available foods for drying participants will begin to understand the issues of proper food preparation and the variations of preparing different foods. By using foods of various stages of ripeness, participants will understand the relationship of the level of ripeness to good drying.

MATERIALS:

At least two solar dryers (more, if possible), simple smoke source (such as a bee smoker or less expensive equivalent), variety of fresh or rehydrated foods*, partially and fully dried foods*, soap and water, clean cutting surfaces (cardboard or wood), paring knives, thermometers (C or F), notebooks or paper, pens or pencils.

* food should be various locally available maize, rice, other grains; legumes; fish; fruits and vegetables

RESOURCES:

Handout 2A "Tips for Drying"
Handout 2B "Data Collection Sheets"
Small Farm Grain storage
Survey of Agricultural Dryers
Proceedings of the Solar Dryer Workshop, Philippines

Trainer Note This session may require substantial preparation since at least two dryers are needed to demonstrate, compare and contrast. These dryers may have to be built or repaired prior to this session. (Refer to Handout 5A "A Catalog of Dryers and Stores".) Prepare a traditional dryer, a slightly improved dryer and a "high-tech" dryer for the purposes of comparison. If the available dryers are small, orient them prior to the session so that they will be collecting solar energy and air will be circulating through them during the tour. Put samples of fresh or rehydrated fruits, vegetables, grains and legumes into the dryers one or two days prior to the session so that the participants can see and taste partially dried foods. If time permits and you feel the training should seriously address food storage, then one or two improved stores (from Handout 5A) should be built and included in the tour.

PROCEDURES:

Step 1:
5 minutes

Review objectives and post session procedures.

Step 2:
5 minutes

Refer to Handouts 2A and 2B, "Tips for Drying" and "Data Collection Sheets". Read and discuss.

Trainer Note Encourage everyone to take notes on types of food, degree of ripeness, method of preparation, etc. The more information that is written down on the "Data Collection Sheets" the easier future sessions will be.

Step 3:
50 minutes

Have the whole group tour dryers, discuss and critique each, check temperature, taste dried foods and conduct smoke test.

Trainer Note During the tour of dryers, ask these questions: What is this? Row do you think it works? Do you think it will work well? Bow much would this cost to build in your village? How could it be built for less? Is this big enough for an average-sized family? If not, how big would one have to be? If applicable: What is the temperature inside? Is this too high or too low? Any questions? Remove and taste dried and partially dried foods. If it is a sunny day, light the smoker and introduce smoke into the inlet vent of the enclosed dryers to demonstrate the air flow rate and pattern. If there is a sufficient number of trainers, post one trainer at each device and have small groups of participants circulate from one device to another. Distribute the list of questions to each trainer, prior to this step.

Step 4:
50 minutes

Have the participants prepare their foods for drying, record information on the "Data Collection Sheets" and load the dryers.

Trainer Note Refer to Handout 2A "Tips for Drying" and answer questions.

Step 5:
10 minutes

Have the participants clean up and put away the equipment used during the session and properly dispose of the food waste.

Session #3: Community assessment

TOTAL TIME:
4 Hours

OBJECTIVES:

By developing a list of community assessment questions, participants will discuss the importance and content of community assessment and how it relates to appropriate dryer and storage design and community development work.

By performing a community assessment, the participants will practice information gathering which will be helpful in future community work.

By compiling information into a report, participants will develop filtering and organizing skills, which will be helpful in future work.

By discussing the parallels between the training program and effective community development work, the participants will better understand the background of the training and possible directions for work in their own communities.

MATERIALS:
Flipchart and markers, notebooks and pens

RESOURCES:

Handout 3A "Food Drying and Storage Community Assessment Questions"
Handout 3B "Guidelines for Community Assessment"

Trainer Note The timing of this outdoor session should take the weather into account. If there is a lack of nearby villages, arrange for the transportation of the participants to villages for this session, using the training site vehicle(s) or local taxis. Some participants may choose to interview their local counterpart at this time instead of performing a community assessment near the training site.

PROCEDURES:

Step 1:
5 minutes

Review objectives and post the session schedule.

Step 2:
5 minutes

Discuss and clarify reason for community assessment.

Trainer Note Ask for a participant to briefly clarify the reason for the assessment and how it relates to development work.

Step 3:
20 minutes

Develop a list of community assessment questions, topics, issues, etc. that participants will need to know before a dryer or storage device can be designed. Refer participants to Handout 3A "Food Drying and Storage Community Assessment Questions" and complete the handout with the questions listed in this step.

Step 4:
5 minutes

Form assessment teams by interest, locality, foods, etc. Have participants read Handout 3B “Guidelines for Community Assessment” and discuss.

Trainer Note Remind everyone of the time the session will reconvene (i.e., 5PM). Be sure at least one person in each group has a timepiece.

Step 5:
2 hours 30 minutes

Conduct assessment of community in small groups and record findings.

Step 6:
50 minutes

Reconvene large group and have small groups give reports of findings of community assessment. Discuss findings.

Trainer Note Allow time for each group to thoroughly report their findings. Discuss each report after it has been given. Discuss overall findings at the end of last report. Remind reporters that it is not necessary to repeat information already reported. Keep the reports moving.

Step 7:
5 minutes

In the large group, discuss how findings relate to dryer and storage design, parallels between community development work and appropriate dryer/storage design methodology.

Trainer Note Ask if there is a felt need for improved dryers or storage devices. Ask if preconceived dryer/storage designs have changed because of the community assessment. Ask if anyone has developed the "ultimate appropriate food dryer or storage device" because of the assessment.

Session #4: Dryer and storage time line

TOTAL TIME:
2 Hours

OBJECTIVES:

By generating timelines showing harvest times, dry seasons, wet seasons, market prices of foods, planting times, humidity, temperatures, etc. the participants will understand the relationships between drying and storage, solar dryers and rainy season dryers, harvests and dryer programs, economics of storing food versus buying food, etc.

MATERIALS:

Flipchart and markers, notebooks and pens, masking tape.

RESOURCES:

HANDOUT 4A, "Sample Food Drying and Storage Timeline"

Local people (someone with complete knowledge of climate, crops, costs, etc), written material or second-year Volunteers.

PROCEDURES:

Step 1:
5 minutes

Review outline and note procedures.

Step 2:
15 minutes

Present a blank timeline to the group and help the group generate a list of information to be considered for the timeline.

Trainer Note Refer back to Session 3, "Community Assessments" The list should include, but not be limited, to: crop availability (types of crops, harvest times, planting time), sun availability (dry, wet, cloudy seasons), food costs (highs, lows, supply and demand), local food use (seed, home use, sale, storage, barter, etc.), humidity, temperature, etc.

Step 3:
30 minutes

Have small groups develop a timeline for their specific region.

Trainer Note Refer the participants to Handout 4A, "Sample Food Drying and Storage Timeline". Identify and list all of the different climate areas of the country. Identify those participants who are from each climate area and have them form a small group to develop a drying and storage timeline for their specific area.

Step 4:
1 hour

Have each small group present their timeline. Discuss each timeline after it is presented.

Trainer Note Facilitate the presentations and discussion.

Step 5:
10 minutes

Conclude the session by pointing out the differences of the climate areas in the country and how the timeline can be used in future sessions (Design Considerations, Natural Cooling and Rainy Season Drying, Design, and Construction.)

Session #5: Food dryer and storage considerations

TOTAL TIME:
2 Hours

OBJECTIVES:

By listing and discussing traditional drying and storage methods and procedures, their advantages, problems associated with them and some solutions to those problems, the participants will share their local knowledge and begin to develop a list of dryer and storage design considerations.

By reviewing a catalog of dryers and stores, watching a slide show of dryers and stores from around the world and discussing them, the participants will get an overview of the range of devices and materials that can be used to solve drying and storage problems in their own community.

MATERIALS:

Newsprint, markers, slide projector, screen, masking tape.

RESOURCES:

Handout 5A "A Catalog of Dryers and Stores"
Handout 5B "Food Drying Considerations"
Handout 5C "Food Storage Considerations"

The Farallones Institute Dryer and Storage Slide Show Community Assessment Reports (from Session #3)
Appropriate Technology for Grain storage, pp. 33-40, 41-52
Post Harvest Food Losses in Developing Countries, pp. 51-63, 71-2, 77-82, 86-90
Small Farm Grain storage, Part 7, pp. 1-150

PROCEDURES:

Step 1:
5 minutes

Post and review the steps of the session.

Step 2:
20 minutes

In small groups, list and discuss the following:

Traditional drying and storage methods, advantages of the traditional methods, problems associated with traditional methods and solutions to those problems.

Trainer Note Refer the participants to Session #3, "Community Assessment". Refer to Handout 5A "A Catalog of Dryers and Stores" to help people describe traditional methods of drying and storage. Distribute newsprint and marker to each group and have them record their lists.

Step 3:
40 minutes

Reconvene the large group and have one person from each small group present the information generated. Discuss and clarify each presentation.

Trainer Note Facilitate the presentations. Remind reporters that there is no need to repeat information presented previously. Point out the similarities and differences between the reports.

Step 4:
20 minutes

Refer to the session's handouts. Read and discuss them. Answer questions.

Trainer Note Ask people to identify local drying and storage techniques from the catalog. Ask if any "improved devices" have been built in the country. Point out the similarities between the solutions reported by the group and the considerations listed in the handouts.

Step 5:
20 minutes

Show the slides and discuss.

Trainer Note This step is meant to quickly introduce the participants to a number of different dryers and stores from around the world and not dwell on any design details of any specific dryer or store. Therefore, move quickly through the slides, pointing out the main focus of each slide. (Offer to show the slides again, more l slowly, in the evening or at lunchtime, if there is an interest.)

Step 6:
5 minutes

Conclude the session by applying the information shared during the session to the training program (Sessions 6, 7, 10 and 11) and community work after the program.

Trainer Note Refer the participants to the Resources, especially to the selected pages of "Appropriate Technology for Grain Storage", for a detailed description of helping a community solve their own storage problems.

Session #6: Smoke tests

TOTAL TIME:
1 Hour

OBJECTIVES:

By performing and analyzing "solar chimney experiments", the participants will better understand the relationships between the color, tilt, orientation, height, air flow and temperature of various solar dryer models.

MATERIALS:

Stovepipe, paint, paint brushes, paint cleaner (necessary for oil-based paints only), smoke source (such as beesmoker or less expensive equivalent), thermometers and tape measures.

RESOURCES:

Handout 6A "Smoke Test Data Collection Sheet"

Trainer Note Obtain enough stovepipe so that each small group of 2 or 3 will have about three sections of stovepipe to experiment with. Groups will be able to exchange stovepipe for expanded experiments. The stovepipe should be of several different diameters (6, 10 and 15cm diameter, for example). Paint some of the stovepipe with flat black paint and some with white paint, prior to this session, to allow time to dry. It's okay to paint one side (not one end) of a piece of stovepipe black and the other side white, since only one side can face the sun at a time. Leave some pieces of stovepipe their original color.

Prepare the list of questions in Step 1.

PROCEDURES:

Step 1:
10 minutes

Introduce the session and post the procedures.
Post these questions and review:

What is the relationship between:
	1) color and temperature
	2) vent area and temperature
	3) orientation and temperature
	4) vent area and air flow
	5) height and air flow
	6) tilt and air flow
	7) air flow and temperature

Refer to Handout 6A, "Smoke Test Data Collection Sheet".

Trainer Note Introduce this session by referring to past session (2 and 5) and recalling that optimal drying conditions require that food be exposed to warm, moving air. Explain that the handout is set up to help identify the differences in air flow and temperature of different "solar dryer models or chimneys". Explain that people who already know all the relationships can help those who don't or who have a math anxiety.

Step 2: 30 minutes

Form groups of 2 or 3, perform the experiments, take data and find the relationships listed.

Trainer Note Remind the groups that they can exchange pieces of stovepipe. Be sure there is at least one thermometer, one smoke source and one tape measure for each small group. Suggest each group have one recorder who is responsible for taking data and one calculator who can do all the calculations.

Step 3: 20 minutes

Reconvene the large group to answer the questions posted in Step 1.

Trainer Note Facilitate the reporting of the data. Begin by asking, "Who got the highest air flow? (from Column I) Under what conditions? Who got the highest temperature? Under what conditions? Who got the highest air flow AND the highest temperature in the same experiment? Under what conditions?" Then move to the questions listed in Step 1 and describe the relationships. Remind everyone that a fast time (Column H) does not necessarily mean a high air flow (Column I) because the volume of the chimney (Column G) plays an important role. Point out the applications of this session to solar dryer design and construction (the aim is to have a high air flow with an optimal temperature [see Handout 13B] while keeping the construction low-cost and pimple.) Remind everyone of the following sessions (7, 9, 10 and 11) in which the information from this session will be used.

Session #7: Model design and construction

TOTAL TIME: 3 Hours

OBJECTIVES:

By using new information to quickly build a model of a solar dryer or storage device, the participants will gain experience on which to base future decisions.

By explaining their model to others for critiquing, participants will begin to formulate questions of their devices to be answered in future sessions.

By working on a project in small groups, in a short period of time, and processing it, participants will begin to develop group and problem solving skills.

MATERIALS:

cardboard, screen, small pieces of bamboo and wood, black paint, tinsnips, saws, hammers, wire, clear plastic, sheet metal, paint brushes, paint thinner, nails, strong tape, glue, beesmoker, smoker fuel, matches, thermometers, gourds, wax, cloth, jars, string.

RESOURCES:

Handout 7A "Effective Group Survey"
Handout 7B "The Decision-Making Process"
Handout 7C "Feedback and the Helping Relationship"

Assorted dryer and storage plans and resources such as:

Handout 5A
"A Catalog of Dryers and Stores"	"Brace Research Institute Dryer Survey"
	"Preserving Food by Drying"
	"Proceedings of Solar Dryer Workshop, Manila"
	"Drying Foods in the Tropics"
	"Grain Storage for the Ghanaian Farmer"
	"Post Harvest Food Losses in Developing Countries"
	"Small Farm Grain Storage"

PROCEDURES:

Step 1:
5 minutes

Review objectives and post the procedures.

Trainer Note List tools and materials available to the participants. Stress the construction of models, as opposed to full-scale units. Point out the time limitations.

Step 2:
2 hours

Form work groups; design and build a model of a solar dryer or storage device.

Trainer Note Circulate among the groups, reminding them of the time. Help people find the tools and materials needed. Remind the groups that the models don't necessarily have to be technically correct (because they will have a chance to improve on this design) but the design should be useful as a demonstration.

Step 3:
5 minutes

Generate and post a list of "Evaluation Criteria" to be used to critique each model as it is presented.

Trainer Note The list should include: low-cost, uses local materials, simple, effective, appropriate, understandable, technically sound, etc.

Step 4:
30 minutes

Tour the models with each group describing its device.

Trainer Note Facilitate the tour, keep it moving, ask each group to describe their device, their original plans and how the plans changed during construction. Ask for questions from the group. Ask the group to evaluate each model, using the criteria listed in step 3. At the end of the presentations, remind the participants that they can either improve the design used during this session or use a completely different design for the longer construction session.

Step 5:
10 minutes

Refer everyone to Handout 7A, "Effective Group Survey", and have them answer each question.

Trainer Note Encourage everyone to share their answers with the other members of their small group. Refer people to Handout 7B, "The Decision-Making Process", which describes some types of decision-making. Encourage people to read Handout 7B and Handout 7C, "Feedback and the Helping Relationship", because they can be useful during this program and beyond.

Step 6:
10 minutes

Clean up the work area.

Session #8: Introduction to adult learning

TOTAL TIME:
2 hours

OBJECTIVES:

By describing how they best learn, the participants will understand the adult learning loop and how it is being used during training.

By reading and discussing articles on non-formal education, the participants will be able to decide if these techniques are usable in-country.

MATERIALS:

Flipchart, markers, notebooks, pens, masking tape

RESOURCES:

Handout 8A "Non-Formal Adult Education", Srinivasan
Handout 8B "Extension, Training and Dialog", DeVries

PROCEDURES:

Step 1:
5 minutes

Review the objectives and post the procedures.

Step 2:
5 minutes

Have everyone list the steps, they took as an adult, to learn something effectively.

Trainer Note Have each participant think back (reflect) on a skill that they feel was well-learned. Have everyone list, in order, the steps they went through to learn this skill.

Step 3:
20 minutes

Have each participant describe their list to the group.

Step 4:
20 minutes

Draw the experiential/adult learning loop on the board/flipchart and point out that just about everyone's list fits the loop.

Trainer Note Use the words of the group to mark the points of the loop. Ask for different people to show how their list fits the loop. Show the parts of the loop (experience or activity) that correspond to "experimentation" or "action" and those parts (reflection or processing, generalizing or filtering; and application or looking ahead) that comprise the "reflection" or "thinking" part of learning. Show how one is useless without the other, give examples (formal schooling, "work", theoretical sessions, etc.).

Ask for some examples of how the loop has been used within or during training sessions.

Ask if it has been effective and how people feel about it.

Step 5:
50 minutes

Refer to Handout 8A, "Non-formal Adult Education", and Handout 8B, "Extension, Training and Dialog". Have everyone read them and discuss the applicability of non-formal education in-country.

Trainer Note Ask what participants thought about the articles. Ask if anyone has tried non-formal education in-country. Ask where and how non-formal education is applicable in-country. Ask which of the 8 assumptions of non-formal education (Handout 8A, p.5) are valid for the country? Why? Why not?

Step 6:
15 minutes

Refer back to the first session, the Introduction to the Manual and the articles read today to reflect on adult learning in the program. Refer to future non-formal education sessions (facilitation skills, non-formal education activities, practicing, etc.) in which people can apply adult learning.

Session #9: Natural cooling and rainy season drying

TOTAL TIME:
2 Hours

OBJECTIVES:

By discussing traditional and improved natural cooling and rainy season dryer devices, the participants will better understand their applications and be able to design and build such a device in up-coming sessions.

MATERIALS:

Newsprint, markers, notebooks, pens, masking tape

RESOURCES:

Handout 5A "A Catolog of Dryers and Stores"

Small Farm Grain Storage Parts 2 and 5

Design and Construction of an Evaporative Cooler, Jankura, P. C./ICE

Direct Use of the Sun's Energy, Daniels F.

The Energy Primer, Portola Institute

Trainer Note In preparation of this session, place a large tray outside at night with a shallow (2cm) layer of water and a thermometer in it. Record the temperature of the water in the evening, as late as possible, and in the morning before the sun shines on the tray. Share this information with the "Improved Cooling Devices" group in Step 2. Locate as much material as you can on the subjects of this session, to be used as resources.

PROCEDURES:

Step 1:
5 minutes

Post the steps of the session and review.

Step 2:
30 minutes

Divide the large group into four smaller groups: Traditional Cooling Methods, Improved Cooling Methods, Traditional Rainy Season Drying and Improved Rainy Season Drying. Have each group research and record as much information as it can, to be reported in the next step.

Trainer Note Distribute the resources to the appropriate group. Offer the help of trainers where needed. Suggest that individuals who have interest or knowledge in one of the areas, join that group.

Step 3:
40 minutes

Have each group report their findings to the large group.

Trainer Note Facilitate the reports. Discuss each topic fully. Ask for questions from the group. Answer those questions the small groups cannot answer.

Step 4:
10 minutes

Conclude the reports with general questions and answers.

Trainer Note Point out that the cooling techniques use one or both of these: 1. blocking heat gain (such as shading) and/or 2. dumping heat (giving up heat to water, earth or air) and that the "improved cooling" techniques are just extensions or adaptations of the "traditional techniques". Point out the many examples of rainy season dryers in the "Catalog of Dryers and Stores" and that some stores double as rainy season dryers.

Step 5:
5 minutes

Conclude the session by reminding everyone of the design and construction up-coming sessions and that they can design and build a cooler or rainy season dryer if they choose (and if it is applicable to their local climate.)

Session #10: Design of dryers and stores

TOTAL TIME:
2-4 Hours

OBJECTIVES:

By designing a dryer or storage device, participants will better understand the importance of good design in the construction process.

By drawing on information gathered in previous sessions (such as the community assessment, smoke test, model construction, natural cooling and rainy season drying), participants will understand the integrated nature of the training program.

By using the materials cost sheet, participants will be able to determine the cost of their design and be able to modify it to reduce the cost, if necessary.

By working in small groups, participants will be able to develop better communication and problem-solving skills.

MATERIALS:

Notebooks and pens, pencils, construction materials (see Session 11), modeling materials (see Session 7), rulers, graph paper.

Handout 10A "Materials and Tools List"
Handout 5A "A Catalog of Dryers and Stores"

RESOURCES:

Handout 7A "Solar Dryer Design Considerations"
Handout 8A "Mood Storage Design Considerations"

Dryer and storage resource books from bibliography (as available)
Mechanical drawing books (as available)
Community assessment reports (from Session 3)

PROCEDURES:

Step 1:
5 minutes

Review objectives and note procedures.

Step 2:
10 minutes

Post and review the list of Handouts and books listed under "Resources

Step 3:
2-4 hours

Form small construction teams (of 2-5 people), list "design criteria", decide on the best design that meets those design criteria, make a detailed drawing of the design, make a list of all tools and materials needed, determine the cost of the finished product and get the design approved.

Trainer Note You may want to post and review the list of procedures listed in Step 3. Remind participants to design systems which use as many locally available materials as possible. Keep the cost low (decide on a ceiling cost depending on budget, materials available, etc.), point out which designs in which books are too "high tech", too expensive and which use inappropriate materials. Remind the group that their construction team does not necessarily have to be the same team that designed and built the model. Suggest that the construction teams be made up of people from the same climate zone. Have teams who have a good idea of what they're going to design and build share that with the group. Suggest that each group determine their own "design criteria" such as buildable in 22 hours, needs only- simple tools for construction, no milled lumber, locally available materials, etc. Suggest each group come up with at least 3 completely different designs and choose the best design from them. Circulate among the groups if needed. Act as a resource person. Give helpful and constructive criticisms, where needed. Remind groups to list tools and materials needed, determine total costs. Have one person in each group clearly draw their design on a sheet of paper. Remind the group that each design has to be checked and approved by a trainer before construction can begin. Point out that construction can begin as soon as a design is approved, but that construction will proceed smoothest if more time is spent in the designing phase. Remind people that construction is scheduled for every afternoon for the rest of the training (just about), with an optional construction session Saturday afternoon. Help the construction teams develop a form or flowchart on bow to decide on a design, if necessary (generate many preliminary designs, list advantages and disadvantages of each, decide on one design, make a detailed drawing or model of it to identify any design errors, modify it or choose another design, build it, test it, modify it or reject it, re-build it, etc.).

Session #11: Construction

TOTAL TIME:
22 Hours

OBJECTIVES:

By working in small, continuing groups, participants will develop tool, construction, group and problem-solving skills and learn how to work with local people, materials and tools.

MATERIALS:

(See Trainer's Guide for a detailed shopping list of tools and materials.) Tools: Shovels, saws, hammers, pliers, tin snips, trowels, paint brushes, buckets, wood chisels, tape measures, files, bubble level.

Materials: Mudblocks, cement, sand, gravel, clay, chicken wire, plastic sheet, window screen, mosquito netting, wire, twine, rope, nails, paints, metal roofing, fiberglass roofing, milled lumber, large woven storage baskets, woven mats, bush poles, bamboo poles, reeds, calabashes, metal containers, tin cans

RESOURCES:

Dryer and storage books and plans (as available, see bibliography)

Handout 5A "A Catalog of Dryers and Stores"
Handout 5B "Food Drying Considerations"
Handout 5C "Food Storage Considerations"

Trainer Note This session requires substantial preparation time for gathering the tools and materials (listed in the Trainers Guide) in quantities sufficient to build one device per every three or four participants. This 22 hour session allows much time for individual trainer styles and is not meant to be offered in 22 continuous hours. In fact, it is helpful to work in 4 hour sessions, which will allow time outside of construction sessions to discuss the process and the device. It is suggested that the 4-hour construction sessions be scheduled in the afternoons. Construction naturally follows design. Those groups with satisfactory plans for their device should proceed with construction without waiting for the other groups. Remind the participants to unload and reload their dryers (from Sessions 2 and 13) during their construction time in the second week.

PROCEDURES:

Step 1:
15 minutes

Introduce the construction session(s), discuss group dynamics, problem-solving, goal/people orientation, safety procedures, time limits, design review and improvements, materials used.

Trainer Note Gather entire group and discuss "how's it going?" for about 5 minutes at the beginning of each construction session. Circulate between groups and point out unsafe tool use, but allow participants to make (and learn from) their own mistakes. Help people find tools and materials as needed. Remind people that while it would be nice if a device (or possibly two) was actually completed during this session, the decision-making and group skills are just as important in a community development aspect as are completed projects (since the time allotted for actual construction is admittedly short). Remind groups of the time so that they can clean up their tools and put things away at the end of the session(s).

Step 2:
22 hours

Construct solar dryer or improved storage device.

Step 3:
5 minutes

Check-in at the end and/or beginning of each day for group to share observations, questions, methods, difficulties, etc.

Session #12: Facilitation skills

TOTAL TIME:
2 Hours

OBJECTIVES:

By designing and carrying out a training activity, the participants will become more comfortable with those skills necessary for effective community development work.

By developing a list of criteria for good facilitation skills, the participants will be able to evaluate their activity and the sessions given by trainers.

MATERIALS:

Newsprint, markers, notebooks, pens.

RESOURCES:

Handout 12A "Guidelines for Process Observer"
Handout 7A "Effective Group Survey"
Handout 8B "Extension, Training and Dialog"

Trainer Note This session requires flexibility on the part of the trainer: the session should be allowed to go in the direction felt necessary by the participants. The trainer should point out that the skills developed during this session will be very useful in future training programs given by the participants, in general interactions, in teaching/learning situations and in meetings.

PROCEDURES:

Step 1:
10 minutes

Post, review and clarify objectives and procedures for the session.

Trainer Note Clarify the definition of facilitation (i.e.,: from the Latin word, "facil" meaning to make easy) and that, as extension workers, we all need effective skills for helping, guiding or facilitating a group or group process. A facilitator could be thought of as a communication guide or helper.

Step 2:
5 minutes

Identify the group resources.

Trainer Note Ask who has been through a "hands-on" training program? Who has been involved with adult education programs? Who has used participative education techniques? What types? Was it successful? Why? How?

Step 3:
10 minutes

Identify written resources.

Trainer Note Refer to Handout 8B "Extension, Training and Dialog", p. 5-7

Step 4:
10 minutes

Develop an activity to meet the objectives.

Trainer Note It is important to clarify one goal or objective on which the group can focus. Post in front of the group, "To develop a list of facilitation skills that can be used in meetings in the village". Remind the group that the list of facilitation skills will be posted and used in the remainder of the training program. Point out that anything gained from this session will be helpful for all of us to evaluate the trainers and the presentations given later in the program. Therefore, the session cannot "fail": because some valuable information will come from the session.

Step 5:
10 minutes

Turn over the session to the group.

Trainer Note Remind the participants that it is their responsibility to conduct the next hour of the session. Post this suggested sequence in front of the group: 1. Identify human and written resources (already done). 2. Redefine the activities objective (if necessary). 3. Decide on an activity to meet the objective from this list: a. brainstorm b. small groups c. large group discussion d. role play e. other 4. Carry out the activity (40-50 minutes). Ask for individuals to volunteer for the four roles: 1. Facilitator, to guide the group through the activity. 2. Recorder, to write down the list as it is developed. 3. Timekeeper, to remind the group of the time remaining. 4. Process Observer, to observe the group and give feedback (hand one copy of Handout 12A to the person who volunteers for this role).

Step 6:
40-50 minutes

Carry out the activity.

Trainer Note Turn the session over the new facilitator, remind the timekeeper of the time limit and leave the next 40 or 50 minutes l to the group.

Step 7:
25 minutes

Evaluate the activity.

Trainer Note Refer participants to Handout 12A and have the process observer share her/his comments with the group. Ask the group if they have any other answers to the questions on the Handout. Ask the group how they felt about conducting their own session. Was the process frustrating? Would they prefer a top-down approach? Was the process too slow? Refer to Handout 8B "Extension, Training and Dialog" and the remarks "it is impossible to dialog with farmers because they know so little" and "dialog is too slow". If the group voices frustration, remind them of the parallels of this program and effective development work: the process is slow, is never easy, but it is always important to allow individuals and communities the opportunity to make their own decisions.

Step 8:
5 minutes

List generalizations of the session.

Trainer Note Ask what, if anything, the group learned during this session, such as the importance of good facilitation skills, the importance of participation and dialog, the slowness, the frustration, specific ideas on how to (or how not to) facilitate, the list of facilitation skills (whether it is partial or complete).

Step 9:
5 minutes

Apply the information developed to the rest of the training.

Trainer Note Ask for a volunteer to clarify or refine the list to be posted or distributed, and used throughout the training program, especially in Session 17 "Mind -Program Evaluation"; Session 27 "Program Evaluation" and Session 29 "Presentation of Devices".

Session #13: Unload dyers

TOTAL TIME:
2 Hours

OBJECTIVES:

By unloading their dryers and checking foods for dryness, using a variety of methods, participants will complete the lists of drying tips and tests for dryness by referring back to their previous notes.

By observing problems associated with some food and dryers, participants will be able to determine solutions to the problems which could be used in the design and construction of their own dryer (or storage device).

MATERIALS:

Dried foods, unloading "trays" (pieces of cardboard, plastic or paper), hammers, fine dry salt, small, dry clean jars with lids, conditioning containers, cloth sheets, newsprint, markers, tape, notebooks and pens.

RESOURCES:

Handout 13A "Tests for Dryness"
Handout 13B "Percent Moistures for Grains and Legumes"
Handout 13C "Summary of Temperature Factors"
Handout 13D "Conditioning and Pasteurizing"
Handout 2A "Tips for Drying"
Handout 2B "Data Collection Sheet"

Trainer Note Gather all of the materials (except the dried foods) and assemble it in the place where this session will be held. (This session can be held out by the dryers or in an outdoor classroom, but not necessarily in the standard classroom, although it should start there.) This session sequence (unload the dryers, test for dryness, reload the dryers) should be repeated as many times as possible during the training program. Recommend to the participants that they repeat this sequence during their Construction Sessions, especially during the second week of the training. Remind the construction teams of the importance of this repetition to gain experience with different types of foods, different methods of preparation, different lengths of time in the dryers and under different climatic conditions, in a low-risk environment in which they can learn from their mistakes.

PROCEDURES:

Step 1:
5 minutes

Review objectives and note procedures.

Step 2:
10 minutes

Have everyone unload the dryers, placing the foods onto the unloading trays provided, noting which foods came from which dryer and then reconvene in the designated place.

Trainer Note Refer everyone to the information they wrote on Handout 2B "Data Collection Sheet".

Step 3:
20 minutes

Have everyone examine the foods from the different dryers, test them for dryness, share new tests for dryness and write down their observations.

Trainer Note Refer everyone to Handout 13A, "Test for Dryness", 13B, "Percent Moistures for Grains and Legumes", 13C, "Summary of Temperature Factors", and 13D, "Conditioning and Pasteurizing". Distribute the jars and salt for the salt test, the hammers for the "blunt object test" and ask people to share any new and different "tests for dryness". Encourage people to taste the dried foods.

Step 4:
15 minutes

Make additions and corrections to the handouts.

Trainer Note Post newprint labeled "Additions to 2A" and "Additions to 13A". Write down any corrections or additions as they are mentioned. Answer questions on any of the Handouts.

Step 5:
50 minutes

Reload dryers, begin conditioning and clean-up.

Trainer Note Have everyone take this new information and either reload those foods not yet dry or load freshly prepared foods (following the "improved tips for drying"). Encourage people to begin pasteurizing or packaging dried foods.

Session #14: Economics

TOTAL TIME:
2 Hours

OBJECTIVES:

By discussing the different levels of economic analysis that are possible, the participants will better understand the economic issues of food drying and storage.

By preparing and delivering an economic presentation, the participants will gain experience in economic analysis and speaking before a group.

MATERIALS:

Flipchart and markers, notebooks and pens.

RESOURCES:

Handout 14A "Sample Cost/Benefit Analysis of a Solar Dryer"
Handout 14B "Lifecycle Unit Cost Analysis of a Solar Dryer"
Handout 14C "Economic Comparison of Two Maize Stores"

Quantitative Procedures and Applications,
Cost/Benefit Analysis and Project Design, USAID

PROCEDURES:

Step 1:
5 minutes

Review the objectives and outline the procedures.

Step 2:
15 minutes

List and discuss village-level economics and discuss the differences and similarities between village-level economics and city economics.

Trainer Note City economics will be concerned with such things as material and labor investments, depreciation, transportation, overhead, return on investment, etc. Village economics generally is concerned only with "simple profit" and not concerned with labor cost but labor time.

Step 3:
15 minutes

Review the Session's handouts.

Trainer Note Introduce the handouts as three different ways of analyzing the economics of dryers and/or stores: Handout 14A, "Sample Cost/Benefit Analysis of a Solar Dryers", helps to make the decision of "build or don't build", "invest or don't". Handout 14B, "Lifecycle Unit Cost Analysis of a Solar Dryer", points out how much the new device will cost per unit weight over its lifetime. Handout 14C, "Economic Comparison of Two Maize Stores", graphically describes the economic advantage of an improved store. Discuss each handout as needed and as time permits.

Step 4:
20 minutes

Form small groups to prepare a presentation on: (1) requesting funding (writing a funding proposal) for a dryer/storage program; (2) describing the economic advantages of improved dryers/stores to a group of PCVs; (3) describing dryer/storage economics to a civic leader; (4) explaining dryer/store economics to a wealthy farmer; and (5) explaining dryer/store economics to a villager.

Trainer Note Post the list of presentations and ask people to identify if they have interest or experience in them. It is not necessary to form a group for each item listed: some items may have two groups and some new group may form with a different focus. Offer assistance to each group as needed. Remind the groups of the time remaining.

Step 5:
40 minutes

Have the groups deliver their presentation. Discuss each presentation after it is given.

Trainer Note Facilitate the presentations, ask for questions and comments and move from one presentation to the next, quickly. Process each presentation to see if it met its goal, if it was clearly presented and suggestions for improvements.

Step 6:
10 minutes

Conclude the session by reviewing the handouts and presentations, pointing out the various ways in which economics can be presented and the variety of topics (besides dryers and stores) for which economic analysis can be used.

Session #15: Storage pests and their control

TOTAL TIME:
2 Hours

OBJECTIVES:

By sharing information about the damage, symptoms, prevention and control of storage pests and molds, the participants will develop skills for solving grain storage problems.

By identifying and utilizing group resources and available texts, the participants will have a better understanding of the information sources available to them to resolve local drying and storage problems.

MATERIALS:

Notebooks, pens, chalkboard, newsprint, markers, tape, bookmarks, samples of moldy grain, insect infected grain, rodent damaged grain, etc..

RESOURCES:

Handling and Storage of Food Grains in Tropical and Subtropical Areas Post-harvest Food Losses in Developing Countries Small Farm Grain Storage Programming and Training for Small Farm Grain Storage Green Revolution: Grain Storage, Carl Lindblad, Rural Technology Bulletin March/August 1982, No. 12, USAID Africa Bureau/Regional Affairs Country-specific pamphlets, texts, etc. on storage problems

Local people with knowledge of pest, mold and rodent damage of stored foods

Trainer Note This session requires some preparation: it will be necessary to have on hand several copies of the books and articles listed under "Resources". To save time during the session, identify relevant sections of each text before the class and mark them with the bookmarks. Teams will be investigating the following: (1) Molds: Identification and control; (2) Insects: Identification; (3) Insects: Prevention and control; (4) Rodents: Identification; and (5) Rodents: Prevention and control. Prepare a sheet of newprint of each team with the headings: For Identification Teams: (a) types in country; (b) storage problems; (c) prevention and control; (d) damage; (e) symptoms; (f) life-cycle of pest. For Prevention and Control Teams: (a) non-chemical methods; (b) chemical methods.

PROCEDURES:

Step 1:
5 minutes

Review objectives and post session procedures.

Step 2:
5 minutes

Identify and discuss resources.

Trainer Note Ask the group to identify people present who have knowledge or background in recognizing and dealing with local storage problems (i.e., counterparts, local villagers, Volunteers with agricultural background or degree, etc.) Ask the group to be conscious of equal distribution of these human resources for the small group activity. Briefly discuss the written resources available to each group (as listed in the Session Trainer Note).

Step 3:
40 minutes

Form small groups of 3-4 participants to research storage problems, prevention and control; and summarize their findings on newsprint.

Trainer Note Provide reference texts, prepared newprint (see Session Trainer Note) and marker to each group. Suggest that each group have a recorder (to list information on newprint) and a reporter (to present findings to the large group). Remind the groups when they have 10 and 5 minutes remaining in this step.

Step 4:
60 minutes

Return to the large group and have each team present their findings. Allow each group 5-8 minutes for their presentation and time for questions from the large group.

Step 5:
5 minutes

Review the session format and how each group made use of both written and human resources.

Trainer Note Ask if a dialog was established between people with knowledge of local storage problems and other participants. Ask how the group would like to make use of the information gathered in this session (ask for volunteers to compile the information into a handout or poster that can be distributed later). For follow-up, have the participants visit local farmer (s) to find out what perceived and real storage problems are and do a method demonstration on prevention and control methods. (Refer to Sessions 18, 19, 20, 21, 23 and 24.)

Session #16: Other technologies

TOTAL TIME:
2 Hours

OBJECTIVES:

By discussing technologies other than dryers, the participants will better understand the similarities and differences in those other technologies.

By providing the participants with needed or wanted information, the trainer can enhance the quality of the training program.

By meeting the needs of the participants, the trainer can demonstrate the parallels between the training program and effective community development work.

By taking advantage of information or knowledge held by participants, the trainer can demonstrate the parallels between the training program and community development work while the participants can practice their facilitation skills.

MATERIALS:

Flipchart and markers, examples of devices (if possible)

RESOURCES:

Direct Use of the Sun's Energy F. Daniels
The Energy Primer
The Chinese Biogas Handbook
Appropriate Technology Sourcebook
List of "other technologies" from Session 1.

Trainer Note This session will require some preparation. Before training begins, research the following: Photovoltaics (solar electricity), solar hot water, solar distillation of water, solar house design, solar ovens and solar cookers. Also of interest may be sand filters, gray-water disposal, improved privies, rain catchment, big-gas, pedal power, earthen stoves, hydrams, wind (pumping and electricity), ferrocement and others. If you are not comfortable presenting a short (10-20 minutes) talk on each of these, ask if one of the participants can give a 20 minute talk or an optional evening session on them. Some expectations will not be able to be met.

PROCEDURES:

Step 1:
5 minutes

Develop objectives and procedures as a group.

Trainer Note Have the group list the "other technologies" in which they are interested and the method of presentation they would prefer. Determine order of presenting during the session and the time allotted for each.

Step 2:
1 hour 40 minutes

Give a brief presentation on each technology, using the flipchart and markers. Answer questions as they develop.

Step 3:
10 minutes

Find out if another session like this one needs to be scheduled and who can lead it. Note parallels between this session (how it was created, the lists, the presentation) and community development work. Check to see if expectations and objectives were met.

Session #17: Mid-program evaluation

TOTAL TIME: 2 Hours

OBJECTIVES:

By evaluating the first week of training, the participants will understand the importance of their feedback to the improvement of the program.

By rescheduling the second week of training (if necessary) to meet the needs of the participants while still fulfilling the needs of the contract, the entire group will show flexibility and cooperation, which is useful in effective community work.

By giving and receiving feedback, the group will re-establish a feeling of solidarity and program ownership.

MATERIALS:

Flipchart and markers, tape or thumbtacks, blank one-week program schedule on flipchart paper.

RESOURCES:

Handout 17A "Mid-Program Evaluation"
Handout 17B "Blank One-Week Program Schedule"
Handout 17C "Coat of Arms"

Trainer Note Instead of the evaluation process outlined in this session, the trainer may want to use the "Coat of Arms" (Handout 17C), by having everyone fill in their Coat of Arms by drawing a picture in each area, which represents: (1) What has been our major failure as a group? (2) What has been our major accomplishment as a group? (3) Bow do our integrations here reflect interactions we have in our own regions? (4) What is our major unresolved conflict or problem as a group? (5) What can we do to resolve this problem of conflict? (6) What can we do to improve our interaction skills in general? Then have everyone explain their pictures to the group (which takes a considerable amount of time). The "Coat of Arms" is recommended only for those groups which are non-literate and/or very small.

PROCEDURES:

Step 1:
5 minutes

Review objectives and list procedures.

Step 2:
20 minutes

Have the participants evaluate the training program to date by completing Handout 17A "Mid-Cycle Evaluation Form" and by answering the following questions in their notebooks: "What has gone well?" and "What hasn't gone well that you would like to see changed?"

Step 3:
15 minutes

List and discuss "what went well".

Trainer Note The trainer should feel free to add to the lists in Step 3 and 4.

Step 4:
30 minutes

List and discuss "What hasn't gone well that you would like to see changed?"

Trainer Note The trainers should discuss and comment on each item of criticism listed in this step.

Step 5:
30 minutes

Post a blank schedule of the second week of training and ask if any changes need to be made in the proposed schedule.

Trainer Note Negotiate changes so that contract needs are met and participants |needs are met (assuming the participants' needs can be met).

Step 6:
15 minutes

Conclude the session.

Trainer Note Discuss any other program-related feedback the participants or trainers might have. Keep discussion PROGRAM related. Discuss the "community developments" aspect of this evaluation, how flexibility is important in a development process, how the participants are a community, how their needs are being met, the need for communication and cooperation, the need for periodical evaluations, etc. Wrap up the evaluation session and the first week of training on a positive note by having someone from the group describe what he or she has learned over the past week and what he or she is looking forward to in the next week. Remind everyone of the optional construction session following.

Session #18: introduction to non-formal education

TOTAL TIME: 2 Hours

OBJECTIVES:

By observing and processing a short role-play, the participants will better understand the value of Non-Formal Education (NFE) in effective technology transfer.

By observing a picture story and developing a list of processing (reflecting, generalizing and applying) questions that could be addressed to rural people, the participants will understand the importance of the processing of NFE activities.

By choosing a problem and an NFE technique to explain that problem to a rural audience, the participants will take the first step in practicing an NFE technique and processing.

MATERIALS:

Newsprint and markers, notebooks and pens

RESOURCES:

Handout 18A "A Partial List of NFE Activities"
Handout 18B "Some Guidelines for Motivating and Teaching Groups"
Handout 18C "Role Play Guidelines for Extension Workers"
Handout 18D "People's Theater"

Picture story showing a real problem that is presently facing the country and relates to drying and/or storage of food

Adult Learning Loop (From Session 8)

Trainer Note This session requires the development of a role play that depicts the improper or inappropriate introduction of a technology i.e., how NOT to introduce a lorena stove, the introduction of a waist-high, Guatemalan stove to an African culture used to cooking on the ground; the introduction of tractors without teaching people how to change the oil; the introduction of improved plants needing high-nitrogen fertilizer without introducing the fertilizer, etc. Also, prepare a country-specific picture story depicting a drying or storage problem.

PROCEDURES:

Step 1: 5 minutes

Present the role-play showing inappropriate technology transfer.

Step 2: 15 minutes

Process the role-play.

Trainer Note Some sample questions for processing the role-play: Processing: What happened? What did you see take place? What was the problem? What was the point of the role-play? Generalizing: What was the general meaning of the role-play? What should be taken into account when introducing a new technology? What can we learn from this? Applying: How can thin information be used in introducing a new technology? Bow does this role-play apply to effective community work?

Step 3: 10 minutes

Process how NFE techniques differ from traditional teaching methods.

Trainer Note Ask, "How did this presentation differ from traditional teaching methods? What is the 'student-teacher' relationship? How did the participants gain information? Who supplies the answers? Which answers were deemed 'right'? Who decided? What was the role of the facilitator? Was the learning active or passive? How could you tell? How were the participants motivated?"

Step 4: 10 minutes

Have the group generate a list of Non-Formal

Presentation Guidelines, based on the previous step.

Trainer Note The list should include: The presentation is relevant to the participants' needs, day-to-day priorities and experiences; the presentation is geared so that learning is shared between facilitator and participants; the presentation provides situations that require the active participation of the learners; the presentation included questions that stimulate active discussion among participants; the presentation and its processing motivates participants to adopt new attitudes or practices.

Step 5: 10 minutes

Present the picture story depicting a real drying or storage-related problem presently in the country (i.e., someone becoming sick or dying from moldy grain ingestion, problems associated with rainy season drying and storage problems, rates, the application of DDT to food grain, etc.)

Trainer Note Remind the participants that they should watch the picture story thinking of what questions they will ask to process the presentation (as if it were given to rural people). Keep the picture story short and lively. Give the "captions" verbally instead of written on the pictures, to avoid confusion, and to give color and accent to the words.

Step 6: 15 minutes

Write the group's process questions on newsprint.

Trainer Note Refer to the adult learning loop and ask, "What are some reflective questions? What would you ask to generalize the story? and, What would you ask to get people to apply this information in the future"? Point out that the processing of any NFE activity is as important as the activity itself.

Step 7: 30 minutes

Refer to Handout 18A, "A Partial List of NFE Activities", 18B, "Some Guidelines for Motivating and Teaching Groups", 18C, "Role Play Guidelines for Extension Workers" and 18D, "People's Theaters". Discuss and clarify each item-on Handout 18A.

Trainer Note Ask members of the group to define those items that are unclear or need definition. If they cannot, then provide the definition and an example, while referring participants to the reference materials, Handouts 18B, 18C and 18D. Remind everyone that method demonstrations will be the focus of Sessions 20 and 21.

Step 8: 10 minutes

Generate a list of "relevant problems" from which small groups can choose to prepare, present and process an NFE activity with the group during the following session (Number 19).

Trainer Note Ask for people to volunteer for one of the problems listed until I everyone has signed up. Encourage teams to use a technique that is new to them. Remind everyone of Sessions 20 and 21 during which they prepare, present and process method demonstrations.

Step 9: 10 minutes

Conclude the session by referring back to the objectives, then allow time for each group to meet to begin deciding on their NFE technique.

Session #19: Non-formal education presentations

TOTAL TIME: 2 Hours

OBJECTIVES:

By preparing an NFE activity, the participants will gain experience in planning other NFE activities.

By preparing the process questions for their activity, the participants will understand the importance of processing; and gain experience in planning the processing of the activity.

By presenting and processing an NFE activity, the participants will gain experience before a group.

MATERIALS:

As needed by each team.

RESOURCES:

Handout 18A "A Partial List of NFE Activities.
Handout 18B "Some Guidelines for Motivating and Teaching Groups"
Handout 18C "Role-Play Guidelines for Development Workers"
Handout 18D "People's Theater"

Helping Health Workers Learn
Perspectives on Non-Formal Education
From the Field

PROCEDURES:

Step 1: 5 minutes

Review the objectives and sequence of the session.

Step 2: 30 minutes

Have the teams formed in Session 18 develop their NFE activity and process questions.

Trainer Note Remind everyone of the resources (human and written) available to them and that processing questions are at least as important as the activity itself and should follow the adult learning loop of reflection, generalizing and applying. Check with each group occasionally (if possible) to offer help and suggestions. Remind each group when the step has 10 and 5 minutes remaining.

Step 3: 5 minutes

Gather the large group. Check to see that each group has developed an activity and processing questions. Remind them of the time limitations (15 minutes for each group, including processing, depending on the number of groups). Ask for the first group to give their presentation.

Step 4: 1 hour, 15 minutes

Each group presents and processes their activity.

Trainer Note Process each activity, but not NFE techniques in general, because this will be done in the next step.

Step 5: 10 minutes

Conclude the session by reflecting on the activities and their applicability in rural extension work.

Trainer Note Ask what went well during the session and what could have gone better. Ask how people felt giving their presentations. Ask how they felt about processing. Ask how they felt participating as an audience. Ask how NFE activities can be used in the rest of the l workshop and in future extension work.

Session #20: Introduction to method demonstrations

TOTAL TIME: 2 Hours

OBJECTIVES:

By observing and processing a method demonstration, the participants will better understand this extension technique and its application at the village level.

By discussing the planning and preparation of a method demonstration, the participants will be better able to organize themselves to give effective presentations in the future.

By participating in a method demonstration, the participants will gain technical skills relevant to grain storage.

MATERIALS:

Sufficient materials for 6-7 people to participate in a method demonstration, notebooks, pens, newsprint, marking pens and tape.

RESOURCES:

Handout 20A "Evaluation of Method Demonstrations"
Handout 20B "Planning a Method Demonstration"
Handout 20C "Method Demonstration Guidelines"

Trainer Note This session requires the planning and materials acquisition for a method demonstration. The trainer or a participant who is experienced with method demonstrations can present it. Be sure the presentation is well-prepared and -presented because this is the model for setting standards. Some suggested topics are: how to make a rat guard, how to put on a rat guard, how to treat beans with oil to keep out weevils, how to apply malathion or pyrethrum to stored grain or how to test for dryness. (See a more complete list in the Trainer Note for Step 7.)

PROCEDURES:

Step 1: 5 minutes

Review objectives and procedures.

Step 2: 20 minutes

Present the method demonstration.

Trainer Note Have the participants take note on the presentation process and components. Ask for 6-7 people in the group to participate and ask the remainder to observe. Keep the demonstration brief. Follow the outline listed here (and detailed in Handout 20B, "Planning a Method Demonstration" and 20C "Method Demonstration Guidelines").

I. Introduction

A. Handshake and small talk to establish rapport with participants.
B. Tell who you are (name, organization, where and how to contact you).
C. State the topic of the demonstration.
D. State 3 reasons why it is important to adapt this practice.

II. List and show materials and tools needed to do the demonstration.

III. Procedures:

A. Follow a logical step-by-step procedure.
B. Do the demonstration yourself, first, then encourage All participants to try it.
C. Use visual aids (models, real objects, posters).
D. Provide repetition at key points.
E. Avoid complicated language and technical terms.
F. Maintain control of the participants.
G. Solicit questions from the participants to clarify.
H. Direct questions to the participants to check their comprehension.

IV. Summary

A. Restate quickly why the new practice is important.
B. Review quickly the main steps of the demonstration or ask the participants to do so.

V. Closing and good-bye.

A. Thank the participants for coming and taking part.
B. Offer individual follow-up help.
C. State where and when you can be reached.
D. Farewell handshake.

Step 3: 20 minutes

Have the group define a method demonstration and outline its steps.

Trainer Note Write the group's definition of a method demonstration and their list of the steps on newsprint. Use the outline in Step 2 as a guide.

Step 4: 10 minutes

Decide on criteria for evaluating method demonstrations.

Trainer Note If time is short, have the group review Handout 20A, otherwise, have the group develop their own list of evaluation criteria and post on newsprint.

Step 5: 20 minutes

Have the group list the procedures of preparing and organizing a method demonstration.

Trainer Note Have the group read and discuss Handout 20B and 20C. Ask the following questions: "Where and when should a method demonstration take place? How long should one be? How many people should be involved? How can visual aids, questions and answers be included? How can you avoid "top-down" approach"?

Step 6: 10 minutes

Discuss the follow-up of method demonstration.

Trainer Note Be sure to emphasize the importance of individual follow-up, getting to know interested farmers and record keeping, including: (1) who has adopted the new practice; (2) who has not and why; (3) suggested improvements to suit local needs and (4) general interest of the farmers involved.

Step 7: 10 minutes

Brainstorm a list of method demonstration topics that are relevant to the country and the participants.

Trainer Note Possible demonstration topics are: how to prepare a storage bin for receiving newly harvested grain, how to dust malathion to ear corn in a crib, how to make a rat guard out of a 20 litre can or sheet metal, how to dust shelled grain with malathion, Actellic, or pyrethrum, how to effectively use an anti-coagulant rat poison, how to admix ash, sand or diatomaeous earth with grain for storage, how to disinfest last year's storage bags for reuse, how to use Phostoxin fumigant tablets with stored grain in fertilizer sacks, how to prevent weevils in beans using vegetable oils, how to provide airtight storage for small quantities of seed, how to periodically check a grain store for pest damage, et

Step 8: 40 minutes

Have the group form teams and prepare a method demonstration on one of the topics listed to be presented during the next session.

Trainer Note Encourage teams to give a method demonstration on a topic in which they either have an interest or experience. Refer everyone to the session's handouts as resources. Remind the teams to keep the demonstrations short (10-15 minutes each) and simple, using only those materials that are on hand. Suggest that the demonstration focus on the devices they are building (if a maize store needs rat guards, for example, they could have people make them, then install them during this method demonstration). Keep the number of teams to 5 or 6, 80 that each team will have enough time to give a 10-15 minute demonstration. Answer questions for 5 minutes and receive an evaluation for 5 minutes.

Step 9: 5 minutes

Conclude the session by referring back to the objectives to see if they have been met and referring ahead to the next session in which everyone will be able to participate in several method demonstrations.

Session #21: Practicing method demonstrations

TOTAL TIME: 2 Hours, 30 minutes

OBJECTIVES:

By giving and participating in method demonstrations, the participants will develop extension skills designed to share technical information,

By practicing chemical and non-chemical pest control methods, the participants will gain experience in safe and effective pest control methods.

MATERIALS:

Sufficient materials for groups of 6-7 participants to carry out their method demonstrations (see Trainer Note, Step 7, Session 20 for a detailed list of possible demonstrations). Such as sheet metal, tin snips, Malathion powder, Phostoxin tablets. Actellic, anti-coagulant rat poison, rat traps, ash, sand diatomaceous earth, vegetable oil, salt, assorted grains, grain sacks, legumes, conditioning containers, etc.

RESOURCES:

Handout 21A "Use of Vegetable Oils to Protect Stored Beans from Weevils"
Handout 20A "Evaluation of Method Demonstrations"
Handout 20B "Planning a Method Demonstration".
Handout 20C "Method Demonstration Guidelines"
Handout (from Session 15) "Storage Pests and Their Control"

Trainer Note This session is a follow-up of Session 20, "Method Demonstration", in which teams have prepared a method demonstration on a topic of their own choosing.

PROCEDURES:

Step 1: 5 minutes

Review the objectives and note the procedures.

Check to see if each team has prepared their method demonstration. Ask for the first group to present their demonstration.

Trainer Note For each method demonstration have the presenting team address themselves to only 6 or 7 of the participants. The rest of the participants should act as observers, taking notes and filling out Handout 20A "Evaluation of a Method Demonstration". Allow each team 10-15 minutes for their entire demonstration, 5 minutes for questions and answers and 5 minutes for evaluation. Try to keep the group moving from one demonstration to the next about every 20 minutes, which will allow for 5-6 method demonstrations during this session. Suggest that the team whose demonstration is next prepare their demonstration while the one previous to theirs is being presented.

Step 2: 1 hour, 45 minutes

Have the groups give their demonstrations, answer questions and get evaluated.

Step 3: 10 minutes

Reconvene the large group and evaluate the session as a whole.

Trainer Note Encourage participants to give constructive criticisms. Discuss which demonstrations could be presented at the village level, which could not and why. Remind the participants that they can do a method demonstration in a nearby village (if logistics permit) during the next several days (Sessions 23, 24, 26 or 29). Ask the group what kind of information they still need on pest control, use this information to prepare for Session 24. Ask for volunteers to (1) help in the preparation for Session 24, (2) prepare for Session 24, (3) coordinate Session 24 (if it involves a field trip or a talk by a representative from a nearby chemical supply or farm supply store). Thank the teams for their presentations.

Step 4: 10 minutes

Clean up the demonstration tools and materials.

Session #22: Local development projects

TOTAL TIME: 2 Hours

OBJECTIVES:

By allowing individual participants to share their appropriate technology or community development successes and failures with the group, everyone will be better able to critique proposed projects for appropriateness.

By allowing time in the schedule for interested people to share their work with others, the participants will see the value of others' experience.

MATERIALS:

Slide projector and screen, (if slides of local projects are available).

Flipchart and markers, photographs or posters of local projects.

RESOURCES:

Participants (Volunteers or local people) involved in community development and/or technical projects.

Trainer Note This session, as it is written, allows time for two presentations plus questions, answers and feedback for each presentation. If there is more interest shown during Session 1, it is possible to shorten each presentation to allow more projects to be presented. Check with the group before starting. Keep to the time allowed for the presentations' questions-and-answer and feedback periods.

PROCEDURES:

Step 1: 5 minutes

Review the objectives and list procedures.

Step 2: 10 minutes

Introduce participants (PCV's or others) who will be giving presentations of development (technical or community) projects in which they have been involved.

Step 3: 20 minutes

First presentation.

Step 4: 5 minutes

Questions and answers.

Step 5: 10 minutes

Feedback/suggestions.

Step 6: 20 minutes

Second presentation.

Step 7: 5 minutes

Questions and answers.

Step 8: 10 minutes

Feedback/suggestions.

Step 9: 15 minutes

List and discuss the general guidelines for appropriate technology projects. Draw parallels between technical and community development projects.

Trainer Note This list may already have been developed by the participants. If so, review the list and add to it. Ask how technical projects can be used as community development issues or projects. Discuss I learning from mistakes and/or experience being a teacher.

Session #23: Independent study

TOTAL TIME: 2 Hours

OBJECTIVES:

By allowing scheduled time during the workshop when the participants can pursue information in fields outside the scope of the workshop, the participants will be able to meet some of their own needs.

By scheduling an independent study, allowing the participants to continue work on their devices or pursue library research, as needed, the participants will better understand the parallels between this program and development work.

MATERIALS:

Notebooks and pens

RESOURCES:

AT Sourcebook Volumes 1 and 2
Technical books
papers and reports (as available)

Trainer Note This session allows time for scheduling a session in which only a small percentage of the participants are interested, one of the optional sessions, or a session expected by the participants but not scheduled or offered by the trainers. Be flexible and try to meet the expectations of the participants

PROCEDURES:

Step 1: 10 minutes

Introduce the session referring to day one expectations; point out seriousness of independent study; set guidelines with the group for sharing information gained during this session.

Trainer Note As a group, decide how individuals and small groups will share the information gained during this independent study period. Schedule time at the end of the session or at a later time, if possible. Allow the group to set the guidelines for the session. Ask if it is okay for people to work on their projects. Refer participants to Session 1 (day 1), when they listed free time as one of their expectations for the workshop. Refer to lists developed at that time (if available).

Step 2: 1 hour, 50 minutes Independent study.

Session #24: Chemical and non-chemical pest control

TOTAL TIME: 2 Hours

OBJECTIVES:

By taking part in an activity related to pest control, the participants will meet more of their expectations on the subject of pest control.

MATERIALS:

As needed by the coordinator of the session.

RESOURCES:

As needed by the coordinator of the session.

Trainer Note This session could take a number of forms, as deemed necessary by the participants. At the end of Session 21, "Practicing Method Demonstrations" ask the participants what extra information they need in the area of pest control. Suggestions include: 1. On-Site Method Demonstrations (i.e., a continuation of Session 21). 2. Method Demonstrations given in a nearby community (if logistics permit). 3. A talk or demonstration by a representative from a local farm supply or chemical supply store. 4. A panel discussion or debate on chemical vs. non-chemical pest control methods. 5. Demonstrations given by local people on the subject of local pest control methods. 6. An activity suggested by the group. Ask for a volunteer to assist in the preparation of the session or to actually coordinate the session. Work with this volunteer to see that the session will proceed smoothly.

Session #25: Action plan

TOTAL TIME: 2 Hours

OBJECTIVES:

By developing a plan for the future (or action plan), the participants will process and generalize the experiences of the training program and apply their knowledge to their work back home.

By completing one cycle of the "learning loop" at this time during the training, the participants will be able to visualize the importance of the loop and its applicability to development work.

By creating a coherent action plan, the participant will be able to show the trainer how applicable and effective the training has been.

MATERIALS:

Notebooks and pens

PROCEDURES:

Step 1: 5 minutes

Review objectives and procedures.

Trainer Note Ask if anyone would like to share her/his action plan and if so, where, when and how?

Step 2: 10 minutes

Develop a list of "Action Plan Questions" that the participants should answer.

Trainer Note The point of these questions is to get the participants to look ahead 3 months, 6 months and a year and envision what they are going to do with their dryer and storage information and how they are going to do it. The "Action Plan Questions" should include, but not be limited to: · How will you involve your community in assessment, design, construction, evaluation of designs, follow-up and extension work? · Who will help you with the design and construction of your dryers and stores? Where will it be done? How much will it cost? · How will you extend your information to other communities? To other counterparts? To other Peace Corps Volunteers? · How will you guarantee that you will not take this new information away from your community when you leave? · What do you expect to have accomplished in 3 months? Six months? A year?

Step 3: Up to 1 hour, 45 minutes

Have individuals or small, regional groups develop their action plan and turn it in to the trainers.

Trainer Note Explain that the action plan is feedback for the trainer, showing the applicability and effectiveness of the training program. When the plans are turned in, people can begin working on their presentations. The trainer will read and return the plans during the presentation preparation session.

Session #26: Assessment and modification of dryers and stores

TOTAL TIME: 4 Hours

OBJECTIVES:

By developing and carrying out tests for their dryers and storage devices, the participants will better understand the on-going nature of appropriate technology projects.

By making improvements on their devices, the participants will be able to view their devices as projects that are never finished, but keep getting improved.

MATERIALS:

Same as construction session.

RESOURCES:

Handout 26A "Evaluation Checklist for Dryers and Stores"

PROCEDURES:

Step 1: 5 minutes

Review the objectives and list procedures. Refer to Handout 26A.

Trainer Note This session can be seen as a continuation of the construction session in that testing and refinement (or assessment and modification) of any project will make that project a better one. If the groups are amenable to it, they can trade projects for this I session.

Step 2: 3 hours, 30 minutes

Form work groups, develop testing, evaluation and assessment procedures, carry them out and modify dryers and storage devices to improve them, (make them less expensive, more weather-proof, add rainy-season heater, etc.),

Step 3: 15 minutes

Clean up.

Session #27: Program evaluation

TOTAL TIME: 1 Hour

OBJECTIVES:

By giving feedback to the trainers, the participants will feel part of the training redesign process and recognize the role of evaluation in the development process.

By receiving feedback on the training program, the participants will better understand the participatory nature of the training program and how it relates to a development situation.

MATERIALS:

Flipchart and markers, notebooks, pens and tape.

RESOURCES:

Handout 27A "Program Evaluation"
Handout 27B "Appropriate Technology Information and Resource List"
Handout 27C "Descriptive Bibliography of Recommended Texts"
Handout 27D "Solar Drying and Improved Food Storage Bibliography"

PROCEDURES:

Step 1: 5 minutes

Review the objectives and outline the procedures.

Refer to Handout 27A, "Program Evaluations", 27B,

"Appropriate Technology Information and Resource List", 27C , "Descriptive Bibliography of Recommended Texts" and 27D, "Solar Drying and Improved Food Storage Bibliography".

Step 2: 20 minutes

Have each participant fill out the program evaluation form.

Trainer Note Encourage everyone to answer all of the questions. Point out that their responses will be used to improve training ability and in the final report of the training program. Ask for serious responses. Answer questions, as necessary.

Step 3: 5 minutes

List and discuss "What went well?"

Trainer Note Write the list on newsprint at the front of the room. There is no need to repeat items but by marking repeated comments, a general sense of major and minor concerns will develop.

Step 4: 5 minutes

List and discuss "improvements".

Trainer Note Write the list on newsprint. Ask for the improvements to be as specific as possible, to be of greater use in the rewriting of the manual and improvement of individual sessions or steps.

Step 5: 10 minutes

Ask if there are any other program-related questions that need to be answered. Refer to Handouts 27B and 27C as resource lists that can be consulted in the future, as needed.

Trainer Note Allow everyone the opportunity to participate in the discussion, but do not allow the discussion to go beyond its comfortable limits. Try to end the session and the program on a positive basis.

Step 6: 5 minutes

Introduce Session 28. (See Trainer Note, Step 1, Session 28 before ending this session.)

Session #28: Preparation of presentations

TOTAL TIME: 3 Hours

OBJECTIVES:

By preparing a non-formal presentation of their dryer or storage device, the participants will apply the information gained during the training program, further develop their group skills and demonstrate creativity.

MATERIALS:

Flipchart and markers, and materials as needed by construction teams.

RESOURCES:

Same as Session 18

PROCEDURES:

Step 1: 5 minutes

Review outline and note procedures.

Trainer Note This step can be done informally with individual construction teams or as the last step in Session 27, while the group is still together. This time should not be spent on finishing the device itself, unless the construction group can easily divide the labor. Refer the participants to previous, related Sessions (8, 12, 14, 18, 19, 20, 21 and 24). Encourage everyone to use non-formal education activities such as role-play and skits. (Refer to Handout 18A "A Partial List of NFE Activities") Encourage creativity using available materials as stage, costumes, etc. Remind group of the time allowed for presentations. Suggest they practice the presentation at least once.

Step 2: 2 hours, 30 minutes

Form construction groups and develop a presentation of the dryer or storage device.

Step 3: 15 minutes

Clean up.

Session #29: Presentation of devices

TOTAL TIME: 3 Hours

OBJECTIVES:

By presenting their devices using non-formal education techniques answering questions and receiving feedback, the participants will gain experience in and understanding of the techniques of transferring technical information in a non-technical form.

By watching and giving feedback on the presentations, participants will better understand the design and construction of all of the devices built during the program and gain information about devices in which they did not personally participate.

MATERIALS:

Same as Session 28

RESOURCES:

Same as Session 28

PROCEDURES:

Step 1: 5 minutes

Welcome everyone to the presentations, review the objectives and outline the procedures. Ask for the first presentation to be given.

Trainer Note Ask each group to introduce their presentation to the "audience" (and whether they are to play a role such as village members, school children, other PCV's, etc.).

Step 2: 3 hours

Visit each device and have each construction team give their presentation.

Trainer Note Facilitate each presentation and discussion (questions and answers, feedback on the presentation, etc.). Keep the l presentations moving.

Step 3: 5 minutes

After the last presentation, have everyone meet briefly in the classroom for the wrap-up.

Session #30: Wrap-up

TOTAL TIME: 1 Hour

OBJECTIVES:

By sharing final announcements, accepting Certificates of Completion and cleaning up the work site, the participants will feel a closure to the training program.

MATERIALS:

Clean-up materials, as needed by participants.

RESOURCES:

"Certificate of Completion" (see Trainer's Guide).

PROCEDURES:

Step 1: 15 minutes

Share final announcements.

Trainer Note Ask for all library books to be returned, remind the participants of the final day(s) meal schedule and departure times, ask for any final questions, comments, observations, etc.

Step 2: 15 minutes

Distribute a "Certificate of Completion" to each participant.

Trainer Note This is an important step, especially for the counterparts involved in the program. It is a good form of closure for the training. Thank everyone and remind them of the next step (clean-up).

Step 3: 30 minutes

Clean-up.

Trainer Note This last clean-up should be a major cleaning of the construction site and tools. Work with the site coordinator or logistics person to assure a satisfactory job. Check that all tools are cleaned and stored in their proper place, leftover materials are properly sorted and the devices are either taken by the participants, placed in storage, put on permanent display or dismantled.

Session A-1 to A-5

SESSION #A-1 TECHNICAL SOLAR DRYER DESIGN INFORMATION

TOTAL TIME: 2 Hours

OBJECTIVES:

By reviewing and discussing technical design considerations for solar dryers, the participants who need this information will have their expectations met.

By comparing and contrasting these technical considerations with the considerations in Session 5, the participants will understand the need for varied levels of technical information in a dryer storage program and development work.

MATERIALS:

Thermometers, gauze, rubber bands, string, newsprint, felt pens.

RESOURCES:

Handout A-1 "Technical Solar Dryer Information"

ISES. Sunworld 1980, Vol. I, No. 6, pp. 180-181

Low Temperature and Solar Grain Drying Handbook, University of Iowa, Ames, Iowa, pp. 5-10, 16-22

Handling and Storage of Food Grains

Proceedings of the Solar Drying Workshop survey of Solar Agricultural Dryers

Handout 2A "Tips on Drying"
Handout 5A "A Catalog of Solar Dryers and Storage Devices"
Handout 13B "Percent Moistures for Grains and Legumes"
Handout 13C "Summary of Temperature Factors"

Trainer Note This session is not in the general workshop schedule because the information found in the handout is usually too technical for most people. However, in the event that more technical information is needed or wanted by a number of the participants, this session could be included in the schedule. Even if it is not scheduled, Handout A-1, "Technical Solar Dryer Information", should be referred to those participants who need more technical information and the contents discussed with a trainer, using the following procedures.

PROCEDURES:

Step 1: 5 minutes

Review the objectives and outline the procedures.

Step 2: 60 minutes

Refer to Handout A-1. Review and discuss.

Trainer Note Post and review the following key variables in solar dryer design (see page 1, Handout A-1): 1. Type of crop to be dryad. Grains, legumes, fruits, vegetables and fish all have different drying characteristics and precautions. 2. Weight of crop. A dryer can be designed to dry one kilogram of fish or 400 kilograms of fresh fruit. 3. Original percent moisture. (See Handouts: 2A "Tips for Drying"; 5A "A Catalog of Solar Dryers and Storage Devices"; and, 13B "Percent Moistures for Grains and Legumes"). The food's original moisture content (percent moisture) has a big effect on the design of the dryer. 4. Final percent moisture desired for satisfactory storage or sale, Different crops need to be dried down to different percent moistures for different purposes. Refer to Handout 13B "Percent Moistures for Grains and Legumes". 5. Weight of water to be removed. Can be calculated from numbers 2, 3, and 4, above. 6. Heat and moisture capacity of air. Warm or cold, dry or humid. Air changes during the day, during the year and from place to place. 7. Volume and weight of air needed to remove given weight of water. Information from numbers 5 and 6 above is used here. 8. Solar grain. The strength of sunshine varies from place to place and month to month. 9. Vent area. (Refer to Session 6.) Larger Vents allow more air to pass through the dryer, this cooling it off. Smaller vents allow the dryer to heat up, but cannot pass enough air to dry the crop. Vent sizing is critical. 10. Chimney height. (Refer to Session 6.) Higher chimneys give higher air flows. 11. Change in temperature. (Refer to Handout 13C "Summary of Temperature Factors".) There are optimum and maximum temperatures different foods can be exposed to without causing damage. Guide the participants through the formulas in the handout, referring to the reference guide on page 1 and encouraging their questions and comments. Ask how each formula is applied to dryer design. Explain to those people who are having trouble with the mathematics that there are more general rules of thumb for these same mathematical formulas and that it is not necessary to understand mathematics to design successful solar dryers.

Step 3: 20 minutes

Review and discuss pp. 13 and 14 of the Handout A-1 "Psychrometric Chart". Fashion a simple sling psychrometer and demonstrate its use.

Trainer Note * Explain wet and dry bulb temperatures and the psychrometric chart. * To fashion the sling psychrometer, fasten wet gauze to the bulb of a thermometer, tie it to a cord, and twirl the thermometer at the end of the cord. * Review the psychrometric chart, Handout A-1, pp. 13 and 14. * Explain that the chart can be used anywhere in the world. * Demonstrate how the chart can be used to diagram what happens during the drying process (refer to Step C, Handout A-1).

Step 4: 20 minutes

Conclude the session by reviewing the objectives and the reference guide on page 1 of the handout.

Trainer Note * Explain that the participants now have the necessary technical information for solar dryer design. * Explain that they will have an opportunity to use this technical information when they design their solar dryers. * Encourage the participants to think how this information might be communicated to people with little or no formal education.

SESSION #A-2 SOLAR SITING

TOTAL TIME: 2 Hours

OBJECTIVES:

By discussing the path of the sun and selecting a good solar site, the participants will better understand the importance of proper placement and orientation of solar devices.

By defining heat transfer methods and discussing the heat transfer capabilities of the various materials available for construction, participants will better understand the use and placement of the various materials in solar dryer and storage device design and construction.

MATERIALS:

Directional compasses, protractors, string small weights, sun angle charts, sun angle calculator, notebooks, pens, samples of various locally available materials usable in solar dryers, flipchart and markers, model solar dryer (or large detailed drawing of a dryer).

RESOURCES:

Handout A2 "Solar Siting"
Handout 10A "Materials and Tools List"

Sun angle chart for proper latitude

Magnetic variation map of the world, O.S.D.O.D.

PROCEDURES:

Step 1: 5 minutes

Review objectives and note procedures.

Step 2: 15 minutes

Distribute the sun angle chart for this latitude and describe and discuss the path of the sun for the specific training location, noting seasonal changes, site considerations, etc.

Trainer Note If the country is on or near the equator, mention the possibility of an east and west facing collector which will collect solar energy the whole year (as long as the sun shines) and mention that tilted south or north facing collectors will only work half of the year, but all day long. Horizontal collectors will work well all day, all year, but won't produce much air flow, (the hot air won't know which way is up). Point out that the sun angle chart represents a hemisphere opened up onto a two-dimensional piece of paper. Ask which months and what part(s) of the day are usually cloudy and which are sunny.

Step 3: 30 minutes

Refer to Handout A2, "Solar Siting", form work teams, distribute solar site selection materials, go outside to select a solar site and prepare to describe their solar site to the group.

Trainer Note The handouts should be self-explanatory. Clarify the handouts as necessary. Circulate among the groups as they are performing their solar site selection and offer help. Remind everyone of the magnetic variation for the training site and/or country. Remind people of the time remaining.

Step 4: 10 minutes

Reconvene the large group to discuss findings and answer questions.

Trainer Note Move from one solar site to the next, with one person from each group explaining why they chose it as a solar site. Share shade maps. Ask for remarks on decision-making methods and group dynamics.

Step 5: 10 minutes

Define three types of heat transfer, referring to solar dryer designs.

Trainer Note They are: (1) radiation, electromagnetic energy which can travel through a vacuum (sunlight-to-earth) and from a warm body to a colder body; (2) conduction, heat transfer through a solid; and (3) convection, heat transfer through a fluid such as air or water. Use the model solar dryer or a large drawing of a solar dryer to help illustrate these three types of heat transfer. .

Step 6: 20 minutes

Refer to Handout 10A "Materials & Tools List". Discuss which material should be used in which part of a solar dryer and why.

Trainer Note Discuss how radiation can pass through glazing materials at different rates depending on the material, how air can convect heat through screening material and the importance or unimportance of insulation materials to stop conductive heat transfer. Discuss potentially high cost of large-scale solar crop dryers and how a cooperative or community could afford to build one.

Step 7: 10 minutes

Discuss how the materials list can be used in design session to follow.

Trainer Note Refer to design session and how a cost limit may be placed on each dryer built. Refer to session on economics for cost-benefit discussion. Ask how a free or extremely low-cost solar dryer could be-built.

SESSION #A-3 PREPARING FRUITS AND VEGETABLES FOR DRYING

TOTAL TIME: 2 Hours

OBJECTIVES:

By researching, reporting and demonstrating the various methods of fruit and vegetable preparation, the participants will gain detailed information needed to meet their expectations of the program.

MATERIALS:

Flipcharts, markers, notebooks, pens, cookstoves or burners, cooking pots, blanching equipment, kitchen utensils (knives, bowls, spoons, etc.), blender (if available), soap and water, waxed paper (or equivalent) and other materials, as needed by the participants.

RESOURCES:

Handout 2A "Tips for Drying"
Handout 5B "Food Drying Considerations"
Solar Drying in the Tropics
Sun Drying Fruits and Vegetables
Putting Foods By

Trainer Note This session is not in the Proposed Schedule because it is assumed that the majority of drying and storage training will focus on grains, legumes and fish. However, in the case where fruit and vegetable drying is a felt need of the people in the region and is listed as a major expectation in Session 1, then this session should be scheduled near Sessions 2, 13, 21 or 23. Sometime in the first week would be preferable.

PROCEDURES:

Step 1: 5 minutes

Review the objective and outline the procedures.

Step 2: 40 minutes

In small groups, research improved fruit and vegetable preparation techniques and prepare a report or demonstration.

Trainer Note Make all of the resources listed and any others located available to the groups. Circulate between groups offering help as a reference. Coordinate any demonstrations among the small groups and the available kitchen equipment. Provide flipcharts and markers to those groups that need them.

Step 3: 60 minutes

Have the small groups report their findings or present their demonstration.

Trainer Note Facilitate these presentations. Schedule all of the reports together and all of the demonstrations together, to minimize transition time from classroom to kitchen.

Step 4: 10 minutes

Conclude the session by asking for a volunteer to compile all of the information generated during this session into a country-specific handout and/or recipe book.

Trainer Note Point out that this information can be used in the "Reloading Sessions" repeated throughout the program.

SESSION #A-4 THE USES OF DRIED FRUIT AND VEGETABLES

TOTAL TIME: 2 Hours

OBJECTIVES:

By researching, reporting and demonstrating the various uses of dried fruits and vegetables, the participants will gain detailed information to meet their regional needs and program expectations.

MATERIALS:

Kitchen and cooking utensils (listed in Session A-3). Clear plastic sheeting, candles, storage containers, conditioning containers, clean sheets, oven (or other heat source), thermometers, timepieces.

RESOURCES:

Handout 5C "Food Storage Considerations”
Handout 13A "Tests for Dryness"
Handout 13C "Summary of Temperature Factors"
Handout 13D "Conditioning and Pasteurizing"
Handout 21A "The Use of Vegetable Oils to Protect Stored Beans"

Sun Drying Your Fruits and Vegetables
Preserving Food by Drying
Putting Food By

Trainer Note This session is not in the Proposed Schedule because it is assumed that the majority of drying and storage training will focus on grains, legumes and fish. However, if information on the uses of dried fruits and vegetables is a felt need of the people in the region and is listed as a major expectation in Session 1, then this session should be scheduled sometime in the second week of training, after a stock of dried foods has been gathered.

PROCEDURES:

Step 1: 5 minutes

Review the objective and outline the procedures.

Step 2: 30 minutes

List as many "Use of Dried Fruits and Vegetables" as possible.

Trainer Note The list should include the following: rehydrating, cooking, packaging, conditioning, storage, pasteurizing marketing, etc.

Step 3: 30 minutes

Form a small group for each of the topics listed, research the topic and prepare a report or demonstration.

Trainer Note Be sure everyone who is interested is in a small group. Suggest that people join a group in which they either have an interest or past experience. Make the resources available to the groups. Circulate among the groups offering help. Coordinate any demonstrations among groups and with the available equipment and l materials. Provide flipcharts and markers as needed.

Step 4: 60 minutes

Have the small groups present their report or demonstration.

Trainer Note Facilitate these presentations. Schedule the reports together and the demonstrations together to reduce transition time from classroom to kitchen (if applicable).

Step 5: 10 minutes

Conclude the session by asking for a volunteer to compile and reproduce the information generated during this session into a handout, poster or booklet.

Trainer Note Point out that this session's information should be used throughout the remainder of the program and incorporated into the presentations of devices (Session 29).

SESSION #A-5 PROBLEM SOLVING

TOTAL TIME: 2 Hours

OBJECTIVES:

By using a tool to solve a current problem encountered in the training program, the participants will gain problem-solving skills applicable in development work.

MATERIALS:

Flipchart and markers, notebooks and pens.

RESOURCES:

Handout A-5 "The OFPISA Problem Solving Model"

Androgogy Ingalls, J. pp. 38-45, 145, 146 A Handbook of Structured Experiences for Human Relations Training Pfeiffer and Jones

Trainer Note In the event that a problem arises in the training program which has an effect on the program itself, the trainer may want to use this session to facilitate solving that problem so that the training program can continue. This session is not scheduled into the program, although the information in the Handout can be very helpful in community work and interpersonal situations. It is up to the trainer to decide when this session is needed, if at all. If the session is not needed, the Handout may be referred to for future reference.

PROCEDURES:

Step 1: 5 minutes

Review the objectives and outline the procedures.

Step 2: 15 minutes

Distribute Handout A-5, read, discuss and have the participants suggest a sample problem.

Step 3: 60 minutes

In pairs work through the problem, using the OFPISA model.

Step 4: 20 minutes

As a group, develop a plan for improvement or solution, using the information generated in Step 3.

Step 5: 15 minutes

As a large group, elicit questions and discussion about the activity and the model.

Step 6: 5 minutes

Conclude the session by referring to the evaluation process of the training program, discuss how problem-solving and evaluation are important factors in development work and set a time for reviewing the plan developed in Step 4, to check on the acceptance of the solution to the problem.