Winrock volunteers, like Dr. Jonathan Deenik and Dr. Glen Fukumoto, are helping to #endhunger by building farmers’ resilience through improved soil fertility management and composting applications. On a recent technical assistance assignment in Myanmar, the volunteers had the opportunity to work closely with two farmer organizations. The organizations attracted approximately 130 farmers, local government agents, and NGO professionals to the workshops and demonstrations; covering topics on soil fertility management, livestock waste management, and composting.

Dr. Deenik is a soil fertility expert and defines soil fertility “as the ability of the soil to supply essential plant nutrients and soil water in adequate amounts and proportions for plant growth and it is the foundation of productive, vibrant cropping systems. Soils, however, vary dramatically in their ability to store and supply elements essential for good crop growth. A sandy soil has limited capacity to store and supply plant nutrients whereas a finer soil with proportionately more clay will typically store and supply more nutrients. Soil fertility assessment is typically conducted through soil testing, which involves a series of chemical analyses to determine soil nutrient availability.  

On this assignment in Hmawbi Township, I provided training in soil fertility assessment to two sets of farmer groups. Training participants at both sites brought soils from their respective farms and we tested the soils for pH (acidity) and available nitrate, phosphorus and potassium using my mobile soil testing equipment. The reflectoquant® technology uses different test strips for nitrate (N), phosphate (P) and potassium (K) coupled with a portable spectrophotometer to acquire concentration values for each nutrient. The participants went through the extraction and filtering steps, and then used the test strips and the spectrophotometer to the assess NPK status of their soils.

The farmers easily grasped the simple procedures and eagerly brought their soil samples forward for testing. With results for their soils in hand, I also provided them with the appropriate knowledge to interpret the test results and make fertilizer recommendations. After compiling the results, I highlighted the fact that many of the farmer’s soil samples were acidic to very acidic. Soils from paddy rice fields tended to show low nutrient status whereas soils from intensively managed vegetable fields were typically higher in nutrients – especially phosphorus. On the soils with low nutrient status, I presented some options for appropriate soil amendments including compost, manure, and synthetic fertilizers and presented some simple calculations to estimate the amount of amendment to add. In cases where soils had high nutrients, I emphasized to the farmers that fertilizer additions in these soils could be reduced to prevent nutrient loss to the environment with considerable savings to the farmer.

Access to simple, rapid, and reliable soil testing will have far-reaching impacts improving the livelihoods of rural Myanmar farmers empowering them to make sound fertilizer decisions that increase crop production while protecting soil and water resources.”

Dr. Deenik observing participants soil testing skills.

Dr. Fukumoto is an animal science specialist whose work focuses on on-farm projects in co-composting and nutrient management data collection. He describes composting as “one of the great wonders of the biological world. It is a natural process of aerobic microbial degradation of organic matter resulting in a stable and valuable soil amendment. 

During the second workshop series, we discussed the possibility of including a compost demonstration with Dr. Thet Khaing, Project Management and Communication Specialist for the Winrock International Asia F2F Myanmar field office. Dr. “TK”, as we affectionately call him, is a Doctor of Veterinary Medicine and provides volunteers with wealth of knowledge about all things Myanmar – from culture and history to arts and crafts, and recommendations to the best restaurants in town. The host farm was eager to support the last-minute addition of a compost demonstration to the workshop agenda. With the farm manager, I discussed the logistics of the demonstration: dimensions and design of the compost bin, requirements for carbon and nitrogen materials, water, and tools that were needed to build the compost pile. Everything was purchased, gathered and ready the next day.

“Built with locally sourced and natural materials, this was one of the most beautifully constructed compost bins I’ve worked with.” Glen Fukumoto

I worked with the farm crew, mostly through crude hand signals, and we completed the coolest compost bin I’ve worked on: woven bamboo side panels, custom-made bamboo aeration pipes, and a bamboo structural frame. Rice husks were used as the carbon resource and the nitrogen was provided by poultry manure. I had hoped for a beautiful day for the outdoor demonstration; well, at least no rain during the build. Thankfully, it didn’t rain during the demonstration, but working in the hot and humid weather with my shoes anchored in the sticky clay mud, and being surrounded by over 70 eager farmer participants, many seeing a compost pile being built for the first time, was just another great experience of delivering practical information and introducing innovative and age-old technologies for rural agricultural development.

The recycling of farm by-products and livestock waste through simple on-farm composting systems can help to replace a portion of the chemical fertilizers and improve the biological health of the soils to improve crop production, as well as to reduce the pollution potential of animal manure runoff into water resources in the region. In addition, the compost can be an integral part of the nutrient management plan of farms considering a transition to organic farming systems.” 

In honor of International Youth Day, we would like to highlight an interesting and impactful youth-focused assignment completed in Nepal. Farmer-to-Farmer (F2F) volunteer, Dr. Tiffany Drape, arrived in Ramechhap district in March 2016 to provide a training of trainers on youth facilitation and agriculture-based entrepreneurship development to staff and members of 4-H Nepal and the Youth Partnership for Development and Peace Nepal (YSP-Nepal). It is important to note that 4-H Nepal is the first registered 4-H organization in South Asia, and Winrock Farmer-to-Farmer training laid the groundwork for Nepali youth development professionals to create the national program. Therefore, I was excited about the opportunity to meet with Lok Raj Awasthi, President of 4-H Nepal, to discuss the organization, as well as to learn more about the impact of Dr. Drape’s training.

Mr. Awasthi explained the most important topics covered by Dr. Drape were business planning, profit and loss statements, sustainability, and communication skills. Many of the 4-H Nepal members already had their own agriculture businesses. However, he stated, “Farmers had no plan and didn’t keep records. But after the training many farmers are keeping records and now have a business strategy.” 4-H Nepal has since reached about 120 other national members with similar training on agricultural entrepreneurship development.

Dr. Drape’s training with 4-H Nepal members. (Lok Raj Awasthi is also featured standing at the front of the room).

Later, in July 2016, 4-H Nepal hosted its first Youth Agriculture Entrepreneurship Conference (article here: 4H Nepal youth entrepreneurship conference). One of the goals of this conference is to empower more youth to engage in the agriculture sector. The conference was attended by more than 200 young farmers and the Vice President of Nepal. It featured sessions focused on progressive agro-based enterprise practices, where Dr. Drape’s training materials were utilized. This is the type of ripple effect you hope to see for any F2F assignment, but it is even more exciting to hear that the training has reached many more youth and has furthered the working relationship with 4-H Nepal. Mr. Awasthi noted, “This type of youth conference is just a stepping stone towards a progressive future for Nepal’s agriculture sector. We hope that we are able to provide a platform where young entrepreneurs could form a network and help each other.” We at F2F are looking forward to seeing even more great work on youth agricultural entrepreneurship development implemented through 4-H Nepal and hope Dr. Drape’s training will continue to benefit youth that are looking to start or build their own businesses.

Dr. Drape distributing completion certificates to 4-H members following her training.

Dr. Tyson Sorenson of Utah State University and Dr. Aaron McKim of Michigan State University, recently completed their first-time Farmer-to-Farmer volunteer assignment in Guinea. After completion of their assignment, an institutional assessment, we asked each to share how the assignment affected them personally and professionally. Here’s what they had to say about their experience.

Dr. Tyson Sorenson –

This has been my first international work experience so I gained a great deal from this experience. First and foremost was the development of a positive network with Winrock International. They have been fantastic to work with. The experience working with Winrock has been exceptionally great, as they assisted in the logistics of this assignment and took care of the little details. Not only did I learn a great deal about how to get around in a foreign country (the little things a novice traveler may not know), but it has also allowed Aaron and I to be able to focus our efforts on the success of our assignment. With this relationship and network in place with Winrock, I can foresee more international assignments in the future.

This experience has been good for me professionally as it has also pushed me to be a better teacher. With the language barrier, I had to be very purposeful in word choice and exact in my language. I had to chunk into small pieces the directions I give. I teach pre-service teachers about the importance of chunking and clarity, but now I have a deeper appreciation for that pedagogical principle. Additionally, although I have participated in many institutional assessments and strategic planning activities, this was the first time I have conducted an assessment myself. With the differences in cultural norms, I learned that being flexible and adaptable to the needs of the participants is very important. Allowing them to be active participants and autonomous in their decisions regarding the strategic plan is important, even if it means altering the original plan for information gathering.

This has also been a good experience for me personally. I have learned a little about myself and the things I take for granted each day. These people have demonstrated to me how people can find happiness despite the circumstances in which they live. I have learned to be more grateful for basic amenities like warm shower water, electricity, and a law-based transportation system. I have gained a deeper appreciation for my wife and family through this experience. I saw the women and children of Guinea as such devoted and strong workers. They work so hard. The mothers carrying their children on their back, with heavy loads on their heads walking many miles to and from the fields and the market to earn a few bucks. Then they come home and do not rest, they prepare meals, cook meals, and take care of their children into the evening. As I reflect on this, I think about all that my wife does to take care of our home and I gained a deeper appreciation for her selfless service as a mother.

Aaron McKim –

From a professional perspective, this was my first international work; therefore, the experience developed new knowledge in how to balance American educational norms with the norms of the country visiting (e.g., managing cell phones during the training) as well as new strategies I would implement if asked to do another institutional assessment, training, and/or strategic plan (e.g., process for collecting information; requesting observations of the school during its typical operating schedule; specifically requesting budget, curriculum, mission, visions, goals beforehand). In addition to this new knowledge, I was also able to conduct a case study review of CAFPPP Macenta, which will be used to develop a manuscript for possible publication in a peer-reviewed journal. Finally, I developed contacts with Winrock employees in the United States and Guinea which I hope to use for future volunteer opportunities as well as contacts with teachers, administrators, and farmers affiliated with CAFPPP Macenta, which can be used for future collaborations (e.g., grant writing, professional development, research).

From a personal perspective, it is hard to articulate how this experience has impacted me. First, and foremost, is an appreciation for what I experience daily in the United States (e.g., traffic regulations, parking lots, warm food, hot showers, refrigeration, food safety, etc.). But, on a deeper level, this experience helped me prioritize things in life – which, for me, is a strategic balance between being there for my family, participating in high-leverage/high-impact professional work (e.g., working abroad), and achieving professional success (e.g., tenure). At the end of the day, this experience compels me to do future international work, trying out the new strategies I have envisioned from my reflections of this current experience.

In May of this year, I traveled to Nigeria for the first time. Dr. Scott Haskell accompanied me as a Winrock volunteer. Our task for this travel was to offer pedagogical training and workshops on curriculum development training to the faculty of Enugu State Polytechnic College. I was a little apprehensive; I wasn’t sure if I would have a positive impact on the participants since many of them were highly educated and experienced members of the faculty. That apprehension vanished within the first hour of meeting the participants!

Since there were more than 50 faculty members attending our workshops, we had decided to divide them into two groups- senior professors, and junior professors and lecturers.

We began our training with the senior faculty first. I was overwhelmed and touched by their sincerity and desire to learn new teaching techniques and strategies even though many of them had been working with students for decades. They posed very thoughtful questions and shared concerns about discipline and lack of motivation among students. They eagerly participated in group activities to seek collaborative solutions.

We engaged in spirited discussions on modern teaching techniques and they were very responsive to the ideas and concepts we discussed regarding curriculum development starting from student, course, and program assessment to establishing course objectives, updating syllabi, creating student learning outcomes, designing multiple measures for evaluating student success, and designing and developing effective instructional techniques which don’t rely entirely on lectures. The junior faculty and lecturers were equally enthusiastic to ‘Get it right’ at the beginning of their teaching careers.

I was deeply impressed by the knowledge and passion of the Enugu State Polytechnic College faculty to examine their own skills and capacity as teachers rather than placing all the responsibility and burden of learning on their students. I also had an opportunity to discuss some of the challenges faced by female faculty members. Once again, their knowledge, commitment to their students, and desire for lifelong learning were outstanding.

By the conclusion of the training, participants were already sharing alternative methods of instruction and planning steps for implementation. One group decided to start a Toastmasters chapter in Enugu in order to enhance their own and their students’ confidence and communication skills. In addition, Dr. Okonkwo created a planning committee to update the instructional curriculum based on our recommendations. This committee was comprised of faculty participants. As on previous assignments, I was deeply touched by the warm hospitality of our hosts.

Dr. Ajibo and his office staff fed us tea and lunch every day. They ensured that we were provided with everything we needed to succeed in our work. At the conclusion of the training, Dr. Moses Okonkwo, the Regent of the college and his wife, Lady Okonkwo organized a magical ceremony with cultural dances (performed by students) accompanied with refreshments, and farewells.

At present, I remain in touch with participants and they keep me informed of their progress resulting from the training Dr. Haskell and I provided them. More than that, I am gratified that there are committed and hardworking teachers who are taking proactive steps to shape the future of their students and their country.

Finally, A heartfelt “Thank You” to Michael Bassey, Country Director, Winrock International F2F and AET Nigeria, and to Darla Embry, Program Associate, Winrock International, Little Rock, Arkansas. Without them, none of these rewarding experiences where I have gained more from the trainees than have given them would be possible.

This week’s blog features, Dr. Cheng-Sheng Lee, Executive Director of the Center for Tropical and Subtropical Aquaculture, an organization jointly administered by the Oceanic Institute and the University of Hawaii. He recently returned from a volunteer assignment in Myanmar where he provided training to catfish farmers and breeders at the Myanmar Fisheries Federation office and a practical training at Yangon University in collaboration with the the USAID-funded Developing a Sustainable Seafood Industry Infrastructure project in Myanmar.

Dr. Lee noted, “The best reward as a volunteer is to work with a group of trainees who are eager to learn. At the conclusion of the workshop, I saw several sub-groups were formed and talking to each other. Later, I was informed that they were organizing a small working group to facilitate communication in the future, it was so great to hear that. I wanted them to network at my first day lecture, but did not expect it would happen right after the workshop. They are one of the best groups I have worked with in my nearly 50-year career in aquaculture. It was so enjoyable to work with them. The local catfish farming industry will expand as the result of this workshop.”

One participant from Maubin University expressed his thanks, saying, “This training helped us organize catfish farmers from different regions and know the existence of laboratory facilities that can help us with testing and research finding.”

Dr. Lee expects that the workshop will lead to an increased number of farmers who will start to spawn stinging catfish during the upcoming spawning season, an increase in production of stinging catfish fingerlings, improved interactions and relationships between farmers and university faculty, an increase in university faculty and students’ interests in aquaculture, and increased communication of the working group following the workshop. Dr. Lee concluded by saying, “I felt my time with them was worthwhile and am inspired to continue doing more volunteer works.”

Dr. Lee in Twante Township, conducting an initial field visit of the catfish farms prior to training.