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    Bed planters for service mechanics: experiential learning modules for sustainable intensification and agricultural service provision
    (CIMMYT, 2020) Krupnik, T.J.; Naher, K.; Islam, S.; Matin, Md. A.; Huq, S.M.; Begum S.A.; Hoque, M.A.; Nazim Uddin, S. Md.; Justice, S.; Khondker, M.E.J.; Hossain, I.
    This set of training modules focuses on ensuring that mechanics are able to make repairs to bed planter efficiently and correctly. It builds on other books in this series, and is designed so that anybody who uses these materials can easily conduct training – even those with a limited background in and understanding of agricultural engineering or machinery. By the conclusion of the training module (which can be completed in a single day of intensive training or in a multi-day, multi-session format), participant mechanics will be well equipped to repair bed planter as part of their ongoing agricultural machinery servicing business. However, users of this book should carefully read all the instructions on how to implement the training effectively in order to ensure the best learning experience possible for the participants. A key aspect of this is ensuring that the training is experiential and interactive, as discussed in the next section.
    Publication
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    Bed planters for service providers: experiential learning modules for sustainable intensification and agricultural service provision
    (CIMMYT, 2020) Krupnik, T.J.; Naher, K.; Islam, S.; Matin, Md. A.; Huq, S.M.; Begum S.A.; Hoque, M.A.; Nazim Uddin, S. Md.; Justice, S.; Khondker, M.E.J.; Hossain, I.
    This set of training modules focuses on ensuring that service providers are able to make repairs to bed planters efficiently and correctly. It builds on other books in this series, and is designed so that anybody who uses these materials can easily conduct training – even those with a limited background in and understanding of agricultural engineering or machinery. By the conclusion of the training module (which can be completed in a single day of intensive training or in a multi-day, multi-session format), participant service providers will be well equipped to repair bed planters as part of their ongoing agricultural machinery service business. However, users of this book should carefully read all the instructions on how to implement the training effectively in order to ensure the best learning experience possible for the participants. A key aspect of this is ensuring that the training is experiential and interactive, as discussed in the next section.
    Publication
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    Integrated weed management: experiential learning modules for sustainable intensification and agricultural service provision
    (CIMMYT, 2020) Krupnik, T.J.; Naher, K.; Islam, S.; Hoque, M.A.; Roy, A.; Kumar, V.; Begum S.A.; Hossain, I.; Hossain, K.; Sumona Shahrin; Gathala, M.K.; Shrestha, A.; Nazim Uddin, S. Md.
    Globally, weeds cause higher agricultural production losses than other agricultural pests. In a systematic review of the evidence on crop production losses, Oerke (2005) wrote that “Estimates on potential and actual losses despite the current crop protection practices are given for wheat, rice, maize, potatoes, soybeans, and cotton … weeds produced the highest potential loss (34%), with animal pests and pathogens being less important (losses of 18 and 16%)”. Weeds are therefore a consistent headache to farmers. They interfere with crops by competing for soil nutrients, light, and water. They are particularly problematic when crops are directly sown by machine, or under conditions of reduced tillage. They also constrain farmers with respect to their time and labor, and constitute an important production cost. This book covers critical topics for the principles and practice of integrated weed management (IWM) in the context of smallholder farming in the tropics, with emphasis on experiential and hands-on learning. The materials within provide a guide for training facilitators to conduct a rapid one-day training on IWM, including detailed instructions on how to facilitate a training, training material requirements, flip charts to facilitate discussions, and pre- and post-tests for training participants. IWM is better learned through multiple training sessions or as part of a farmer field school than in an individual one-day training. Hence while this book details several modular training sessions thatcan be conducted consecutively over a single day, they can also be broken up and applied as individual modules during a season long farmer field school, or for more targeted training sessions. Note also that training in IWM is needed prior to training farmers, machinery service providers (farmers who own equipment or machinery, such as seeding equipment or herbicide sprayers, and charge other farmers for their use on an affordable fee-for-service basis), or others in aspects of direct seeding or the practicalities of conservation agriculture (CA, such as zero- or striptillage). In the latter case, the cultural weed control concept of crop rotation fits nicely with CA principles. For this reason, training facilitators are encouraged to use these IWM modules prior to attempting to train farmers or service providers on these more advanced crop establishment techniques. IWM techniques are also commonly incorporated into the packages of services that agricultural service providers make available for farmer clients.
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    Power tiller-operated seeders for mechanics: experiential learning modules for sustainable intensification and agricultural service provision
    (CIMMYT, 2020) Krupnik, T.J.; Naher, K.; Islam, S.; Matin, Md. A.; Huq, S.M.; Begum S.A.; Hoque, M.A.; Nazim Uddin, S. Md.; Justice, S.; Khondker, M.E.J.; Hossain, I.
    Mechanical sowing refers to the placement of seeds into the soil by an agricultural machine or manually operated (but mechanical) device. Mechanical sowing, also referred to as mechanical seeding, is generally practiced in areas where there are constraints to labor availability or where farmers want to reduce the drudgery of planting seed by hand. It is typically utilized for cereal crops, but can also be applied to legumes and many other crops, including rice. When farmers or agricultural machinery service providers – people who own seeding machinery and rent out its use on an affordable fee-for-service basis – practice such seeding, the geometry of crop placement tends to be precise, so long as the machine is well calibrated, and correctly used and maintained (topics that are covered in this learning module). While mechanical seeding may not always result in increased yields, it does tend to save labor costs for farmers, and thus profit increases where yields are maintained compared to hand-sown seed. Further savings may result when farmers use mechanical seeding equipment that tills or prepares the soil at the same time as it sows seed, or where tillage is foregone, as in zero-till and conservation agriculture systems. Where the sowing date is critically important – for example, for wheat or maize grown in the tropics and sub-tropics – mechanical seeding can advance sowing dates, leading to potential yield increases compared to more time-consuming conventional planting involving multiple tillage passes and hand sowing. This book focuses on seeding machinery that can be attached to a two-wheeled tractor (sometimes called a ‘power tiller-operated seeder’, or PTOS), which typically has a rotovator to till the soil, and seed and fertilizer boxes with mechanisms to meter and place the seed and fertilizer into the soil in rows as the tractor moves forward. Other configurations exist, but we focus on the above because it tends to be the most commonly and commercially available seeding machine in South Asia, Southeast Asia and parts of Africa. More specifically, our focus is on two-wheeled ‘hand’ tractors (sometimes also called single-axle tractors) because of their wide suitability for smallholder farming conditions in both Asia and Africa, although they are also found in parts of Central and South America. The ‘scale-appropriate’ nature of this equipment for resource-constrained smallholder farmers is particularly appealing for agricultural development projects concerned with advancing appropriate technologies.
    Publication
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    Mechanical line sowing with two-wheeled tractors for maize, wheat, legumes and direct seeded rice: experiential learning modules for sustainable intensification and agricultural service provision
    (CIMMYT, 2020) Krupnik, T.J.; Naher, K.; Islam, S.; Matin, Md. A.; Huq, S.M.; Begum S.A.; Hoque, M.A.; Nazim Uddin, S. Md.; Justice, S.; Khondker, M.E.J.; Hossain, I.
    Mechanical sowing refers to the placement of seeds into the soil by an agricultural machine or a manually operated (but mechanical) device. Mechanical sowing, also referred to as mechanical seeding, is generally practiced in areas where there are constraints to labor availability or where farmers want to reduce the drudgery of planting seed by hand. It is typically utilized for cereal crops, but can also be applied to legumes and many other crops, including rice. When farmers or agricultural machinery service providers – people who own seeding machinery and rent out its use on an affordable fee-for-service basis – practice such seeding, the geometry of crop placement tends to be precise, as long as the machine is well calibrated, and correctly used and maintained (topics that are covered in this learning module). While mechanical seeding may not always result in increased yields, it does save labor costs for farmers, and thus profit increases where yields are maintained compared to hand-sown seed. Further savings may result when farmers use mechanical seeding equipment that tills or prepares the soil as it sows seed, or where tillage is foregone, as in zero-till and conservation agriculture systems. Where the sowing date is critically important – for example, for wheat or maize grown in the tropics and sub-tropics – mechanical seeding can advance sowing dates, leading to potential yield increases compared to more time-consuming conventional planting involving multiple tillage passes and hand sowing. This book focuses on seeding machinery (sometimes called a power tiller-operated seeder, or PTOS), that can be attached to a two-wheeled tractor. It typically has a rotovator to till the soil, and seed and fertilizer boxes with mechanisms to meter and place the seed and fertilizer into the soil in rows as the tractor moves forward. Other configurations exist, but we focus on the above because they tend to be the most commonly and commercially available machines in South Asia, Southeast Asia and parts of Africa. In doing so, our focus is on two-wheeled ‘hand’ tractors (sometimes also called single-axle tractors) because of their wide suitability for smallholder farming conditions in both Asia and Africa, although they are also found in parts of Central and South America. The ‘scaleappropriate’ nature of this equipment for resourceconstrained smallholder farmers is particularly appealing for agricultural development projects concerned with advancing appropriate technologies.
    Publication
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    Axial flow pumps and mixed flow pumps for mechanics: experiential learning modules for sustainable intensification and agricultural service provision
    (CIMMYT, 2020) Krupnik, T.J.; Naher, K.; Islam, S.; Matin, Md. A.; Huq, S.M.; Begum S.A.; Hoque, M.A.; Nazim Uddin, S. Md.; Justice, S.; Khondker, M.E.J.; Hossain, I.
    This set of training modules focuses on ensuring that mechanics are able to make repairs to axial flow pumps and mixed flow pumps efficiently and correctly. It builds on other books in this series, and is designed so that anybody who uses these materials can easily conduct training – even those with a limited background in and understanding of agricultural engineering or machinery. By the conclusion of the training module (which can be completed in a single day of intensive training or in a multi-day, multisession format), participant mechanics will be well equipped to repair axial and mixed flow pumps as part of their ongoing agricultural machinery servicing business. However, users of this book should carefully read all the instructions on how to implement the training effectively in order to ensure the best learning experience possible for the participants. A key aspect of this is ensuring that the training is experiential and interactive, as discussed in the next section. This training uses an experiential and hands-on modular format. It is based on a foundation of experiential and hands-on work, combined with discussion and reflection among participants. This means that although the facilitator is instructed on how to carry out the training and how to present materials, the format in which this is done should be horizontal and participatory, with room for adaptation and modification. We also underscore that farmers and agricultural machinery service providers – who are the target of this training – are experts in their own fields. They work daily on farms and have considerably more experience than most university educated technicians, researchers or extension agents. Attentively listening to their opinions and working with them to respond to their needs and experiences will facilitate improved learning and enhance the quality of any given training session. In this sense, it is the responsibility of the training facilitator to elicit the participants’ input, opinions and ideas, and to use these interactively to shape discussion and learning. Each facilitator therefore should think of him or herself as a guide whose goal is to elicit insight and ideas from the trainees, in order to enhance their learning process. The technical materials included in this document should therefore be seen as a guide to supplement the in-depth knowledge that the trainee farmers and agricultural machinery service providers already have.
    Publication
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    Axial flow pump and mixed flow pump for service providers: experiential learning modules for sustainable intensification and agricultural service provision
    (CIMMYT, 2020) Krupnik, T.J.; Naher, K.; Islam, S.; Matin, Md. A.; Huq, S.M.; Begum S.A.; Hoque, M.A.; Nazim Uddin, S. Md.; Justice, S.; Khondker, M.E.J.; Hossain, I.
    This training uses an experiential and hands-on modular format. It is based on a foundation of experiential and hands-on work, combined with discussion and reflection among participants. This means that although the facilitator is instructed on how to carry out the training and how to present materials, the format in which this is done should be horizontal and participatory, with room for adaptation and modification. We also underscore that farmers and agricultural machinery service providers – who are the target of this training – are experts in their own fields. They work daily on farms and have considerably more experience than most university educated technicians, researchers, or extension agents. Attentively listening to their opinions and working with them to respond to their needs and experiences will result in the facilitation of improved learning and will enhance the quality of any given training session. In this sense, it is the responsibility of the training facilitator to elicit participants’ input, opinions and ideas, and to use these interactively to shape discussion and learning. Each facilitator therefore should think of him/herself as a guide whose goal is to elicit insight and ideas from the trainees, in order to enhance their learning process. The technical materials included in this document should therefore be seen as a guide to supplement the in-depth knowledge the trainee farmers and agricultural machinery service providers already have.
    Publication
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    Self-propelled multi-crop reaper for mechanics: experiential learning modules for sustainable intensification and agricultural service provision
    (CIMMYT, 2020) Krupnik, T.J.; Naher, K.; Islam, S.; Matin, Md. A.; Huq, S.M.; Begum S.A.; Hoque, M.A.; Nazim Uddin, S. Md.; Justice, S.; Khondker, M.E.J.; Hossain, I.
    The self-propelled multi-crop reaper is an innovative machine suitable for smallholder farmers growing small- and medium-grain crops like rice, wheat and barley. It can facilitate rapid and low-cost harvesting, and is of particular interest in areas where farmers lack sufficient labor or need to clear fields rapidly so they can replant the next crop. Its small size and ease of operation and movement makes it ideal for many farmers in South Asia, Southeast Asia and sub-Saharan Africa. The self-propelled multi-crop reaper increases reaping efficiency, from 225 or more hours per hectare when manual labor is used, to about five hours per hectare. In South Asia in particular, where rice-wheat cropping systems are dominant, late rice harvesting also sets back dry season planting, and can cause large yield losses for the subsequent crop – for example, up to 57 kg per hectare lost per day when wheat is late planted. Use of the multi-crop reaper can thus save farmers time and money, and accelerate the turnaround time between crops. This set of training modules focuses on ensuring that mechanics are able to make repairs efficiently and correctly to self-propelled multi-crop reapers. It builds on other books in this series, and is designed so that anybody who uses these materials can easily conduct training – even those with limited background and understanding of agricultural engineering or machinery. By the conclusion of the training module (which can be completed in a single day of intensive training, or in a multi-day, multi-session format), participant mechanics will be well-equipped to repair self-propelled multi-crop reapers as part of their ongoing agricultural machinery servicing business. However, users of this book should carefully read all instructions on how to implement the training effectively in order to ensure the best learning experience possible for participants. A key aspect of this is ensuring that the training is experiential and interactive, as discussed in the next section.
    Publication
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    Self-propelled multi-crop reaper for service providers: experiential learning modules for sustainable intensification and agricultural service provision
    (CIMMYT, 2020) Krupnik, T.J.; Naher, K.; Islam, S.; Matin, Md. A.; Huq, S.M.; Begum S.A.; Hoque, M.A.; Nazim Uddin, S. Md.; Justice, S.; Khondker, M.E.J.; Hossain, I.
    This training uses an experiential and hands-on modular format. It is based on a foundation of experiential and hands-on work, combined with discussion and reflection among participants. This means that although the facilitator is instructed on how to carry out the training and how to present the materials, the format in which this is done should be horizontal and participatory, with room for adaptation and modification. We also underscore that farmers and agricultural machinery service providers – who are the target of this training – are experts in their own fields. They work daily on farms and have considerably more experience than most university-educated technicians, researchers or extension agents. Attentively listening to their opinions and working with them to respond to their needs and experiences will facilitate improved learning and enhance the quality of any given training session. In this sense, it is the responsibility of the training facilitator to elicit the participants’ input, opinions and ideas, and use these interactively to shape discussion and learning. Each facilitator therefore should think of him/herself as a guide whose goal is to elicit insight and ideas from the trainees, in order to enhance their learning process. The technical materials included in this document should therefore be seen as a guide to supplement the in-depth knowledge that the trainee farmers and agricultural machinery service providers already have. The training format presented in these modules is loosely based on the experiential learning cycle described by Kolb (1984), who posited that adults learn differently from children, with learning based on cycles involving concrete experience, learners reflecting on this experience, conceptualizing their experiences, and then experimenting. After this, the learning cycle is repeated. He further hypothesized that there are generally four types of adult learners and learning styles which should be accommodated. In the production of this manual, we have tried to account for these types of learners, which include those who learn by taking part in demonstration activities and critically thinking about them (whom Kolb called divergers), those who learn by thinking, reading, and watching (assimilators), those who learn by hands-on thinking and doing (convergers), and those who learn by doing (accommodators). Well-designed training should accommodate each participant’s individual learning style by providing a mixture of lectures and discussion, reading or visual materials, hands-on experiential and experimental opportunities, and opportunities to watch demonstrations and to learn. This is thus the challenge given to training facilitators who use these modules: to accommodate different types of learners in an active learning process. Kolb’s theories have been widely researched and validated in a number of contexts, and provide a solid foundation for educational programs aimed at experienced farmers and agricultural service providers, as well as farmer-field school-oriented and action learning. In this training, we loosely attempt to formulate Kolb’s learning styles, as shown below.
    Publication