| Abstract: |
| This guide is intended primarily for university lecturers but could also be used by extensionists and community development workers who wish to conduct training on the subject matter for members of the community and local government staff. It is divided into three major parts, namely: 1) The SEANAFE's Markets for Agroforestry Tree Products Project; 2) The SEANAFE's Markets for Agroforestry Tree Products Curricular Framework; and 3) Country Case Study Materials. Part 1 provides a brief background on the SEANAFE MAFTP project enumerating the salient processes through which this guide was generated. It also highlights the team and participatory approaches adopted and the major outputs produced by the project. Part 2 explains the context in which the SEANAFE MAFTP curricular framework fits with the agroforestry education scenario in the region, its process approach, and key themes, including suggested descriptions, methods of teaching, and reference materials. Part 3 presents the country cases and offers ways to effectively use them for teaching MAFTP. It provides suggestions for encouraging critical thinking among students, including guide questions and discussions, suggested teaching activities and further reading. This, however, should not limit the users but are encouraged instead to further explore the other potential applications of the cases as teaching materials. The curricular framework does not claim to be complete and comprehensive. However, SEANAFE considers it adequate to help enhance the knowledge and skills of students and other users in order to develop sustainable agroforestry enterprises that would improve the quality of life among farm families. In the same way, the case study materials do not cover all aspects of the market chain that may arise during student discussions or assignments. Further, the cases cover marketing issues at different levels, i.e. community, district, and provincial levels. For this reason, users are encouraged to use the materials as they wish to achieve the learning objectives they set in their teaching sessions, for example, by making considered assumptions about information absent from the cases study. The guide presupposes that users have considerable experience in using case studies as a teaching method. First timers of this approach are encouraged to read the Notes for Teachers well in advance before giving the case study material to their students. The effectiveness of the case study material relies on how well the users have grounded themselves on its suggested use and internalized the basic information therein. Full copies of the country research are available from the ICRAF website as reference materials. |
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