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Jesus C. Fernandez & Per G. Rudebjer
…because agroforestry matters in regional development
• established in 1999
• funded by
• hosted by
• 94 member institutions from Indonesia, Malaysia, Laos, the Philippines, Thailand, and Vietnam
To help improve agroforestry education, training, research and extension, and contribute to socioeconomic development, empowerment of farming communities and sustainable natural resources and environmental management in the Southeast Asian region
SEANAFE’s MissionSEANAFE’s Mission
…because agroforestry matters in regional development
Curriculum development and defining minimum standards for agroforestry curricula
Teaching materials supply, development and translation Capacity building Policy advocacy Facilitate linkage between education and research Sharing of information resources & communication Resource generation and mobilization Support to national network management
SEANAFE’s 3 Project ThemesSEANAFE’s 3 Project Themes• Markets for Agroforestry Tree Products (MAFTP)
• Agroforestry Landscape Analysis (AFLA)
• Enhancing Forest Policy Education (EFPE)
…because agroforestry matters in regional development
…because agroforestry matters in regional development
MAFTP & AFLA Project Objectives MAFTP & AFLA Project Objectives
• Improve the content of agroforestry education programs in SEA universities and colleges
• Improve teaching capacity of agroforestry lecturers and quality of graduates
…because agroforestry matters in regional development
MAFTP & AFLA Project FrameworkMAFTP & AFLA Project Framework
5 Country case study reports
5 Country teaching case
study materials
Workshop to share & draw case
study lessons
Common issues & concerns distilled
Training & planning
workshop
Conduct of country case studies
Inputs Inputs Intermediate OutputsIntermediate Outputs Final OutputsFinal Outputs
Short-term: Application of teaching case study materials in existing relevant AF courses
Mid term: More curriculum development and reviews of AF courses to incorporate MAFTP and AFLA themes
Long term: Offering of MAFTP and AFLA as separate AF courses in SEANAFE institutions
Translation & In-
country trainings
Mainstreaming of Project Outputs for Educational
change / impact
1 Curriculum Framework
At least 100 trained lecturers & 1
teacher’s guide in different languages
…because agroforestry matters in regional development
Project Activity FlowProject Activity Flow
Phase 1 Phase 2
1st Country Team Regional Training and Planning Workshop
Conduct of National Case Studies
2nd Country Team Workshop
(Sharing of Case Study Outputs and Drafting of Curricular Framework & Teaching Materials)
Development and Finalization of Case Study Materials
National Scaling Up
(Translation and production of teaching materials and conduct of in- country trainings)
Main-streamingProject Outputs and Impacts
1 week 6 months 1 week 5 months 4 monthsAt least 3 months
…because agroforestry matters in regional development
Why the “Case Study Approach”?Why the “Case Study Approach”?Problem-centered: being interdisciplinary, highlighting real situations, and engaging learners to think more critically about the subject matter.
Broad field-centered: several separate concepts relating to the subject matter are considered and converged into one interdisciplinary framework
…because agroforestry matters in regional development
Forming the “Right” Country TeamsForming the “Right” Country Teams
• Team Criteria:
Gender representationRelated expertise on the subjectmatter
Participation of younger lecturers
• Members’ Qualifications:
Engaged in AF teaching/research
Good oral & written English
Availability during the project
…because agroforestry matters in regional development
1st Country Team Training & Planning Workshop
1st Country Team Training & Planning Workshop
• Level off knowledge & experiences; provide updates on subject matter
• Identify students’ competencies requirements for drafting the curricular framework
• Guide country teams to finalize case
study topics & proposals
• Formulate effective project working arrangements & schedules for both SEANAFE and the country teams
…because agroforestry matters in regional development
Conducting the Case StudyConducting the Case Study
Country Case Study
Country Case Study
Progress Reports
Progress Reports
First DraftFirst Draft
Final Case Study ReportFinal Case
Study Report
5 months
Peer & Expert’s Review during 2nd country team workshop/Coordinators’
Meeting
Peer & Expert’s Review during 2nd country team workshop/Coordinators’
Meetinge-supervision from SEANAFE & experts from
partner agenciese-supervision from SEANAFE & experts from
partner agencies
…because agroforestry matters in regional development
Developing the Curricular FrameworkDeveloping the Curricular Framework
AF
LA
AF
LA
Phase 1 Phase 1 Phase 2 Phase 2
MA
FT
PM
AF
TP
Identification of competency requirements of students
Conduct of country researches on the subject matter
Conduct of country researches on the subject matter
Analyses of research results and identification of general issues & concerns
Analyses of research results and identification of general issues & concerns
Categorization of Issues & Concerns into key themes
Categorization of Issues & Concerns into key themes
Consolidation of key themes into curricular framework
Consolidation of key themes into curricular framework
Inductive mannerInductive manner
Identification of key themes into curricular framework
Identification of key themes into curricular framework
Conduct of country researches with key themes as guide elements
Conduct of country researches with key themes as guide elements
Review of competency requirements and key themes vs. research issues & concerns
Review of competency requirements and key themes vs. research issues & concerns
Finalization of Curricular Framework
Finalization of Curricular Framework
Deductive mannerDeductive manner
…because agroforestry matters in regional development
Developing the Teaching Materials Developing the Teaching Materials
Country teams developed teaching framework based on research results
Country teams developed teaching framework based on research results
Consultant formulated case study materials out of teaching framework
Consultant formulated case study materials out of teaching framework
Country teams reviewed the case study materials & filled info gaps required by consultant
Country teams reviewed the case study materials & filled info gaps required by consultant
Consultant revised study materials based on feedback from country teams
Consultant revised study materials based on feedback from country teams
SEANAFE packaged the case study materials
SEANAFE packaged the case study materials
MAFTPMAFTP
AFLAAFLA Country teams drafted the case study materials based on research results
Country teams drafted the case study materials based on research results
Consultant edited & commented on the draft case study materials
Consultant edited & commented on the draft case study materials
Country teams filled info gaps required by consultant & revised the case study materials
Country teams filled info gaps required by consultant & revised the case study materials
Consultant reedited & revised versions of case study materials
Consultant reedited & revised versions of case study materials
SEANAFE packaged the case study materials
SEANAFE packaged the case study materials
…because agroforestry matters in regional development
For translation of the teaching materials
• consensus on the key curricular themes• peer- review & familiarization with the teaching case study materials
Coordinators’ MeetingCoordinators’ Meeting
For conduct of in-country trainings
• consensus on in-country training design• orientation on practical tips to organize & implement in-country trainings
1. Agroforestry Situationer in Southeast Asia
2. Sustainable Production, Trade and Consumption of Agroforestry Products
3. Value Chain and Enterprise Development for Agroforestry
4. Enabling Environment for Agroforestry Marketing
1. Introduction to Agroforestry Landscape
2. Characterizing Agroforestry Landscapes
3. Drivers of Land Use Changes4. Tools, Methods, and
Approaches in Agroforestry Landscape Analysis
5. Planning and Managing Agroforestry Landscapes
In-country TrainingsIn-country Trainings
Country
MAFTP AFLA
No. of Trainees
No. of Institutions
No. of Trainees
No. of Institutions
Indonesia 21 16 17 17
Laos 20 10 17 9
Philippines 28 28 29 26
Thailand 21 10 24 10
Vietnam 19 8 18 9
Total 109 72 105 71
About 180 action plans produced to mainstream project outputs & experiences
Mainstreaming Project Outputs Mainstreaming Project Outputs Country No. of Institutions for
MAFTPNo. of Institutions for
AFLAIndonesia 4 2
Laos 2 2
Philippines 5 2
Thailand 5 0
Vietnam 1 2
Total 17 8
Outputs:• MAFTP & AFLA themes integrated in existing courses• MAFTP & AFLA complete lecture notes/course syllabus developed• Offering of MAFTP as elective course
• Expertise, commitment quality & working dynamics of team members are critical, thus appropriate selection mechanism must be implemented
• As case study approach/ writing and peer-based learning are not common to all team members, more technical backstopping, personal team mentoring, & monitoring must be provided
• The ‘right” in-country training participants can ensure effective mainstreaming of project outputs
• Availability of a teacher’s guide makes integration of subject matter into existing courses much easier.
• Outputs can be produced either by inductive or deductive process but the latter appears to be a more practical option
Some ChallengesSome Challenges
• Differences among SEANAFE member institutions in agroforestry course and program offerings
• Institutional support and full recognition of the project approaches by SEANAFE member institutions
• Relatively high cost requirement to generate the outputs and outcomes
• Level of familiarity and readiness of lecturers to adopt the case study approach in their teaching
• Availability of other case study and reference materials in SEANAFE countries on the curricular framework themes
…because agroforestry matters in regional development
