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university of copenhagen Implementing guide for planting, replanting and tree diversification in cocoa systems Asare, Richard; David, Sonii Publication date: 2010 Document version Early version, also known as pre-print Citation for published version (APA): Asare, R., & David, S. (2010). Implementing guide for planting, replanting and tree diversification in cocoa systems. Forest & Landscape, University of Copenhagen. Download date: 08. Oct. 2020
Transcript of kucuris.ku.dk/ws/files/35157228/wp46_cocoa_REVISED.pdf · producer and consumer risks, enhance crop...
u n i ve r s i t y o f co pe n h ag e n
Implementing guide for planting, replanting and tree diversification in cocoa systems
Asare, Richard; David, Sonii
Publication date:2010
Document versionEarly version, also known as pre-print
Citation for published version (APA):Asare, R., & David, S. (2010). Implementing guide for planting, replanting and tree diversification in cocoasystems. Forest & Landscape, University of Copenhagen.
Download date: 08. Oct. 2020
FOREST & LANDSACPE WORKING PAPER - REVISION 2011 46 / 2010
Implementing guide for planting, replanting and tree diversification in cocoa systems
by Richard Asare and Sonii David
Implementing guide for planting, replanting and tree diversification in cocoa systems -
Revision 2011
by Richard Asare and Sonii David
Contributions from:
The International Institute of Tropical Agriculture
Title
Implementing guide for planting, replanting and tree diversification in
cocoa systems - Revision 2011
Authors
Richard Asare and Sonii David
Collaborating Partner
Sustainable Tree Crops Program
Regional Office
P.O. Box 135, Accra, Ghana
International mailing: c/o IITA Ltd.
Carolyn House, 26 Dingwall Road
Croydon, CR9 3EE, U.K
http://www.treecrops.org
http://www.iita.org
Email: [email protected]
Cover Photo
Cocoa Bush. Photo: Richard Asare
Publisher
Forest & Landscape Denmark
University of Copenhagen
Hørsholm Kongevej 11
DK-2970 Hørsholm
Series - title and no.
Forest & Landscape Working Paper No. 46-2010
ISBN
ISBN 978-87-7903-476-1 (internet)
DTP
Melita Jørgensen
Citation
Asare, R. and David, S. 2010. Implementing guide for planting, re-
planting and tree diversification in cocoa systems. International Insti-
tute of Tropical Agriculture, Ghana. Forest & Landscape Working Paper
No. 46-2010.
Citation allowed with clear source indication
This document may be freely copied and distributed on a non-com-
mercial basis, provided that the source is clearly acknowledged.
The report is available electronically from
www.sl.life.ku.dk
i
About the Sustainable Tree Crops Program (STCP)
STCP is a public-private partnership and innovation platform that seeks to generate growth in rural income among tree crop farmers in an environ-mentally and socially responsible manner in West/Central Africa. This is achieved by introducing innovations to enhance productivity, increase mar-keting efficiency, diversify farmer income, and strengthen the institutional and policy environment. STCP, which is managed by the International Insti-tute of Tropical Agriculture (IITA), provides a framework for collaboration between farmers, the global cocoa industry, local private sector, national governments, NGOs, research institutes, and development investors.
About International Institute of Tropical Agriculture (IITA)
Africa has complex problems that plague agriculture and people’s lives. We develop agricultural solutions with our partners to tackle hunger and poverty. Our award winning research-for-development (R4D) is based on focused, authoritative thinking anchored on the development needs of sub-Saharan Africa. We work with partners in Africa and beyond to reduce producer and consumer risks, enhance crop quality and productivity, and generate wealth from agriculture. IITA is an international non-profit R4D organization since 1967, governed by a Board of Trustees, and supported primarily by the CGIAR.
ii
Acronyms
CGIAR Consultative Group on International Agricultural ResearchFFFS Farmer Field SchoolFLG Farmer Learning GroupFP Farmer PlantationICPM Integrated Crop and Pest ManagementIITA The International Institute of Tropical AfricaPRD Planting, Replanting and DiversificationSTCP Sustainable Tree Crops ProgrammeT&V Training and Visit
iii
Content
ContentsAcronyms iiContent iii
Cocoa Intensification Introduction 1
The FLG approach 2
Training procedure 3
Farmer Learning Groups and Farmer Field Schools 5
Training modules 7
Module 1: Understanding cocoa intensification 9
Module 2: Deciding which cocoa trees to rehabilitate or eliminate 10
Module 3: Soil characterisation 11
Module 4: Making the decision about where to replant cocoa 12
Module 5: Killing undesirable trees in a cocoa farm 13
Module 6: Preparing to start a cocoa nursery 14
Module 7: Using improved planting materials 15
Module 8: Understanding grafting 16
Module 9: Sowing cocoa in poly bags 17
Module 10: The effects of poly bag size on seedling survival 18
Module 11: Monitoring a cocoa nursery 19
Module 12: Planting plantain and cassava as temporary shade for cocoa 20
Module 13: Soil Conservation 21
Module 14: The importance of spacing 22
Module 15: The importance of shade for young cocoa trees 23
Module 16: Lining, pegging and holing 24
Module 17: Planting cocoa in the field 25
Module 18: Formation and structural pruning 26
Module 19: Identify tree diversification options 27
Module 20: Selecting desirable non-cocoa trees for cocoa cultivation 28
Module 21: Developing a farm map for making decisions about tree planting 29
Module 22: Collecting, processing and storing local tree seeds for sowing 30
Module 23: Sowing on nursery beds 31
iv
Module 24: Preparing to plant non-cocoa trees in cocoa farm 32
Module 25: Selecting and promoting trees that are already 33
growing in cocoa farms 34
Module 26: Pruning forest trees in cocoa farm 35
Module 27: Know your rights regarding ownership of forest trees 36
Annex - Schedule for PRD in FLG training 37
Materials needed for training 38
Using this manual for cocoa certification training 39
Certification codes and STCP protocols 40
1
Cocoa intensification
Introduction
Cocoa intensification is a term used to describe a new vision of the cocoa investment whereby the crop is grown with the objective of increasing pro-ductivity while at the same time ensuring sustainability by protecting the environment. To intensify cocoa production farmers will need to change in the following ways:
• See cocoa farming as a business, an activity that must be profitable• Stop growing cocoa if they cannot do so profitably and sustainably• Plant improved materials (hybrids cocoa)• Use approved inputs (fertilizer, fungicide, insecticide) at recommended
dosages• Follow best management practices (for example, land preparation, plant-
ing requirements, pruning, weeding, fermentation etc.)
To intensify their farms, farmers need to make conscious efforts to rehabili-tate old and non-producing farms and/or establish new cocoa farms using best practices. The planting, replanting and diversification curriculum helps to improve farmers’ knowledge and skills in order to carry out the necessary best practices in revamping old farms and/or starting new ones. The cur-riculum helps to train farmers on 24 field exercises in 20 sessions over a 10 month period from March to December.
2
The FLG approachThe PRD curriculum uses the farmer learning group (FLG) approach to train farmers. In the past 2 decades, various group-based training methods and tools have been developed to improve farmers’ productivity. Methods such as farmer participatory research, farmer field schools (FFS) and the training and visit (T&V) system were designed to achieve specific training objectives. For example, the intensive season long FFS approach is designed to train farmers on ecological principles and to improve their observational and decision making skills with regard to knowledge intensive technologies and practices. Demonstrations on the other hand are an effective tool for training farmers on specific skills and practices.
The farmer learning group (FLG) approach, as described in this document, is a structured group based learning approach designed to teach farmers specific skills and practices using demonstrations, field exercises and discus-sion as the key training and learning tools.
A FLG consists of 20-30 farmers who meet regularly in a field (demonstra-tion plot) led by a trained facilitator who follows the PRD curriculum. The key characteristics of the FLG are:
• Technically competent facilitators who can lead group activities and fa-cilitate learning.
• Hands on learning whereby farmers learn and practice implementing skills and best practices
• Flexible, interactive, non-lecture demonstrations and practical field exer-cises conducted on one or several learning fields
FLG places strong emphasis on discussion and debate which allows farmers to become aware of misconceptions and the limitations of certain existing practices and how improved practices and knowledge can boost productivity.
3
Training procedureThe idea behind PRD is to use field exercises to improve farmers’ knowl-edge and skills on how to establish a new cocoa farm or rejuvenate an old one. To do this the curriculum requires the trainer to divide the technical bulletins in the curriculum into five parts with each component correspond-ing to specific exercises. The components are situational analysis, site selec-tion, planting material acquisition and seedling production, field preparation and planting, and plant diversification as represented in diagram 1 below:
Diagram 1: Schematic representation of PRD training
Planting, replanting & diversification
Situational analysis
Site section
Planting materials + other inputs
Field preparation
diversification
Cocoa intensification
Inputs
Output
The five components serve as inputs driving planting, replanting and diver-sification in addition to agro-chemicals and credit in order to facilitate cocoa farm intensification (output). The trainer needs to use the topics in the technical bulletins to explain the five components and use the exercises to demonstrate the practical aspects of the technical bulletins.
4
Components and exercises
1. Situational analysis:Exercises are: understanding cocoa intensification, deciding which cocoa trees to rehabilitate or eliminate, making decision about where to replant cocoa
2. Site selection:Exercises are: soil characterization
3. Planting materials and seedling production:Exercises are: collecting, processing and storing local tree seeds for sowing, preparing to start a nursery, sowing cocoa in poly bags, effect of poly bag size on seedling survival, sowing on nursery beds, and monitoring of nurseries
4. Field preparation and planting:Exercises are: lining, pegging and holing, importance of spacing, importance of shade for young cocoa trees, planting plantain and cassava as temporary shade for cocoa, preparing to plant non-cocoa trees in cocoa farms, planting cocoa in the field
5. Plant diversification:Exercises are: identifying tree diversification options, selecting desirable non-cocoa trees for cocoa cultivation, selecting and promoting trees are al-ready growing in the cocoa farms, developing a farm map for making deci-sions about tree planting, killing undesirable trees in a cocoa farm, formation and structural pruning, pruning forest trees in cocoa farm, know your rights regarding ownership of forest trees
5
Farmer Learning Groups and Farmer Field Schools
While the FLG shares some similarities with FFS, there are important meth-odological differences between the two approaches as summarized in Table 1.
Table 1: Characteristics of farmer learning groups and classical farmer field schools
Activities Farmer learning group Farmer field schools
Training objectivesImprove farmer skills and adoption of recommended/best practices
Improve farmer knowledge, observational and decision making skills
Frequency of meeting As needed Regularly (weekly or biweekly)
Training cycle As needed Season long
Emphasis on agro-ecological principles
Low High
Learning locationSingle or multiple learning plots at different stages of development with no control
FFS plot divided into experi-mental and control plot
Emphasis on experimentation and data collection
Low High
Training toolsDemonstration and field exercises
Agro-ecosystem analysis, discovery learning exercises and field exercises
Emphasis on farmer empower-ment
Medium-Low High
It is anticipated that FLGs should meet every two weeks or when necessary weekly, according to the activities being carried out. FLG activities are con-ducted in the field on three learning plots:
1. A nursery site (large enough for at least 24 seedlings for training purpos-es or more if participants want to raise their own seedlings)
2. Site for new establishment (clear an area large enough to plant 24 trees)3. A mature plantation (trees 7 years of age and above; this can be the FFS
FP plot or another farm)
After the training ends, the newly planted site should be maintained as a demonstration plot for other farmers to appreciate the value of applying recommended practices. You may need to find other farms with specific conditions for some exercises (e.g. pruning, collecting tree seed).
Criteria for selecting the learning plots
• Proximity to the central meeting place and/or FFS plots• Ownership by a group member• Agreement of the farm owner• Nursery site: must be near a reliable water source and near the plot
where the trees will be planted• Site for new establishment: Should be near the nursery site, in a place where
many people pass; owner should be willing to continue managing the farm to demonstrate recommended practices after the end of the training
6
7
Training modules
8
9
Mo
du
le 1
: Un
der
stan
din
g c
oco
a in
ten
sifi
cati
on
Lear
nin
g o
bje
ctiv
es/o
utc
om
es
At
the
end
of t
his
mod
ule,
par
ticip
ants
sho
uld
be a
ble
to:
• E
xpla
in t
he c
once
pt o
f co
coa
inte
nsifi
catio
n•
Und
erst
and
wha
t ne
eds
to b
e do
ne t
o in
tens
ify c
ocoa
and
agr
icul
tura
l pro
duct
ion
in g
ener
al•
Be
awar
e of
the
ben
efits
, out
com
es, p
oten
tial c
onfli
cts
and
issu
es a
ssoc
iate
d w
ith
coco
a in
tens
ifica
tion
Tim
e3
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Co
nce
pt
of
coco
a in
ten
sifi
cati
on
(1
ho
ur)
•
M
eani
ng o
f in
tens
ifica
tion
•
Fa
ctor
s re
latin
g to
inte
nsifi
catio
n
Ben
efits
of
coco
a in
ten
sifi
cati
on
(1
ho
urs
)•
Incr
ease
in p
rodu
ctiv
ity•
Envi
ronm
enta
l sus
tain
abili
ty
Wh
at t
o d
o (
1 h
ou
r)
• Fa
rmer
s •
Gov
ernm
ents
• Pr
ivat
e se
ctor
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Dis
cuss
ion,
exe
rcis
esD
iscu
ssio
n, e
xerc
ises
Dis
cuss
ion,
exe
rcis
es
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s
Flip
cha
rtFl
ip c
hart
Flip
cha
rtFl
ip c
hart
Flip
cha
rt
10
Mo
du
le 2
: Dec
idin
g w
hic
h c
oco
a tr
ees
to r
ehab
ilita
te o
r el
imin
ate
Lear
nin
g o
bje
ctiv
es/o
utc
om
es
At
the
end
of t
his
mod
ule,
par
ticip
ants
sho
uld
be a
ble
to:
• S
yste
mat
ical
ly e
valu
ate
the
prod
uctiv
ity o
f co
coa
tree
s on
the
ir fa
rms
in o
rder
to
mak
e de
cisi
ons
abou
t w
hich
tre
es t
o re
habi
litat
e or
elim
inat
e
Tim
e4
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Imp
ort
ance
fo
r re
hab
ilita
tio
n (
1 h
ou
r)•
Indi
cato
rs f
or p
rodu
ctiv
ity•
How
to
obse
rve
prod
uctio
n
Dec
idin
g o
n w
hic
h t
ree
to e
limin
ate
(3
ho
urs
)•
Thin
gs t
o co
nsid
er•
How
do
you
deci
de•
Ana
lysi
s of
pod
s on
tre
es•
Iden
tifyi
ng c
ocoa
tre
es t
o be
rem
oved
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
eD
iscu
ssio
n
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s
Flip
cha
rt
Flip
cha
rtFl
ip c
hart
Flip
cha
rt, c
alcu
lato
rFl
ip c
hart
11
Mo
du
le 3
: So
il ch
arac
teri
sati
on
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Ide
ntify
and
sel
ect
suita
ble
soil
for
coco
a cu
ltiva
tion
Tim
e4
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls C
har
acte
rist
ics
of
suit
able
so
il fo
r co
coa
(1
ho
ur)
• G
ood
inte
rnal
dra
inag
e -
attr
ibut
es•
Defi
ne a
nd e
xpla
in s
oil t
extu
re
Dem
on
stra
tin
g s
oil
text
ure
(2
ho
urs
)•
Sand
y so
il •
Silty
soi
l•
Loam
y so
il•
Cla
yey
soil
Iden
tify
ing
go
od
so
il te
xtu
re (
1 h
ou
rs)
• D
emon
stra
te h
ow t
o id
entif
y su
itabl
e so
il fo
r co
coa
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Dem
onst
ratio
n, d
iscu
ssio
nD
emon
stra
tion,
dis
cuss
ion
Dem
onst
ratio
n, d
iscu
ssio
nD
emon
stra
tion,
dis
cuss
ion
Dem
onst
ratio
n, D
iscu
ssio
n
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s
Soil
sam
ple,
wat
er, c
onta
iner
Soil
sam
ple,
wat
er, c
onta
iner
Soil
sam
ple,
wat
er, c
onta
iner
Soil
sam
ple,
wat
er, c
onta
iner
Soil
sam
ple,
wat
er, c
onta
iner
12
Mo
du
le 4
: Mak
ing
th
e d
ecis
ion
ab
ou
t w
her
e to
rep
lan
t co
coa
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Dec
ide
how
to
plan
t or
rep
lant
coc
oa
Tim
e4
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Imp
ort
ance
of
reh
abili
tati
on
(1
ho
ur)
• Fa
ctor
s of
low
pro
duct
ion
of c
ocoa
• Id
entif
ying
ava
ilabl
e re
sour
ces
Op
tio
ns
for
rep
lan
tin
g (
2 h
ou
rs)
• U
nder
pla
ntin
g•
Gra
dual
rep
lant
ing
• C
ompl
ete
repl
antin
g•
New
pla
ntin
g
Dec
idin
g o
n a
bet
ter
op
tio
n (
1 h
ou
rs)
• Th
ings
to
cons
ider
• H
ow d
o yo
u de
cide
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Dis
cuss
ion
Dis
cuss
ion
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s, p
od
coun
ting
resu
lts
Flip
cha
rtFl
ip c
hart
Flip
cha
rtFl
ip c
hart
Flip
cha
rtFl
ip c
hart
13
Mo
du
le 4
: Mak
ing
th
e d
ecis
ion
ab
ou
t w
her
e to
rep
lan
t co
coa
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Dec
ide
how
to
plan
t or
rep
lant
coc
oa
Tim
e4
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Imp
ort
ance
of
reh
abili
tati
on
(1
ho
ur)
• Fa
ctor
s of
low
pro
duct
ion
of c
ocoa
• Id
entif
ying
ava
ilabl
e re
sour
ces
Op
tio
ns
for
rep
lan
tin
g (
2 h
ou
rs)
• U
nder
pla
ntin
g•
Gra
dual
rep
lant
ing
• C
ompl
ete
repl
antin
g•
New
pla
ntin
g
Dec
idin
g o
n a
bet
ter
op
tio
n (
1 h
ou
rs)
• Th
ings
to
cons
ider
• H
ow d
o yo
u de
cide
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Dis
cuss
ion
Dis
cuss
ion
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s, p
od
coun
ting
resu
lts
Flip
cha
rtFl
ip c
hart
Flip
cha
rtFl
ip c
hart
Flip
cha
rtFl
ip c
hart
Mo
du
le 5
: Kill
ing
un
des
irab
le t
rees
in a
co
coa
farm
Lear
nin
g o
bje
ctiv
es/o
utc
om
es
At
the
end
of t
his
mod
ule,
par
ticip
ants
sho
uld
be a
ble
to:
• G
radu
ally
elim
inat
e un
wan
ted
shad
e tr
ees
in c
ocoa
far
ms
Tim
e4
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Defi
nit
ion
of
un
wan
ted
tre
es in
co
coa
(1 h
ou
r)•
Mea
ning
of
unw
ante
d tr
ees
• Im
port
ance
of
unw
ante
d tr
ees
Imp
ort
ance
of
gra
du
al k
illin
g o
f u
nw
ante
d t
rees
(1
ho
ur)
• Re
cycl
ing
of n
utrie
nt•
Gra
dual
red
uctio
n of
sha
de c
over
• M
echa
nica
l dam
age
• Ec
osys
tem
fun
ctio
ns•
Fire
woo
d
Ro
uti
ne
killi
ng
of
un
des
irab
le t
rees
(2
ho
ur)
• D
escr
iptio
n of
met
hod
for
killi
ng t
rees
• M
entio
ning
and
exp
lain
ing
item
s to
be
used
and
how
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
ePr
esen
tatio
n, d
iscu
ssio
n, e
xerc
ise
Dis
cuss
ion
Dis
cuss
ion
Dis
cuss
ions
Dis
cuss
ions
Dis
cuss
ions
Dem
onst
ratio
n, e
xerc
ise
Dem
onst
ratio
n, e
xerc
ise
Flip
cha
rt, f
acili
tato
r’s m
anua
l/ha
ndou
ts
Flip
cha
rtFl
ip c
hart
Flip
cha
rtFl
ip c
hart
Flip
cha
rt Fl
ip c
hart
Flip
cha
rt
14
Mo
du
le 6
: Pre
par
ing
to
sta
rt a
co
coa
nu
rser
y
Lear
nin
g o
bje
ctiv
es/o
utc
om
es
At
the
end
of t
his
mod
ule,
par
ticip
ants
sho
uld
be a
ble
to:
• s
elec
t a
suita
ble
site
for
a n
urse
ry•
und
erst
and
the
diff
eren
ce b
etw
een
hybr
id a
nd t
radi
tiona
l coc
oa
varie
ties
• u
nder
stan
d th
e es
senc
e of
obt
aini
ng h
ybrid
pla
ntin
g m
ater
ial f
rom
a
cert
ified
see
d so
urce
Tim
e5
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Fact
ors
to
co
nsi
der
in n
urs
ery
site
sel
ecti
on
(4
ho
ur)
Loca
tio
n:
• fla
t su
rfac
e•
prox
imity
to
relia
ble
sour
ce o
f w
ater
• Ea
sy a
cces
sibi
lity
to
oper
ator
•
Goo
d dr
aina
ge
Man
agem
ent:
• Fe
nce
prov
isio
n•
Shad
e pr
ovis
ion
• C
ondi
tions
nee
ded
for
nurs
ery
• C
onst
ruct
ing
nurs
ery
bed
The
esse
nce
of
hyb
rid
co
coa
po
d a
s p
lan
tin
g m
ater
ial
(1 h
ou
r)•
Diff
eren
ce b
etw
een
hybr
id a
nd t
radi
tiona
l var
ietie
s•
Reas
ons
for
not
sow
ing
seed
s fr
om p
lant
ed h
ybrid
mat
eria
ls•
Iden
tifyi
ng h
ybrid
sou
rces
for
far
mer
s•
How
man
y se
ed p
er p
od a
nd h
ow m
any
seed
s ne
eded
per
he
ctar
e of
land
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
ePr
esen
tatio
n, d
iscu
ssio
n, e
xerc
ise
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
e
Pres
enta
tion,
dis
cuss
ion
Dis
cuss
ion,
fiel
d ex
erci
ses
Dis
cuss
ion,
fiel
d ex
erci
ses
Dis
cuss
ion,
fiel
d ex
erci
ses
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
ePr
esen
tatio
n, d
iscu
ssio
n, e
xerc
ise
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
ePr
esen
tatio
n, d
iscu
ssio
n, e
xerc
ise
Flip
cha
rt, f
acili
tato
r’s m
anua
l/ha
ndou
ts
Flip
cha
rtFl
ip c
hart
Flip
cha
rtFl
ip c
hart
Flip
cha
rtFl
ip c
hart
Flip
cha
rtFl
ip c
hart
15
Mo
du
le 7
: Usi
ng
imp
rove
d p
lan
tin
g m
ater
ials
Lear
nin
g o
bje
ctiv
es/o
utc
om
es
At
the
end
of t
his
mod
ule,
par
ticip
ants
sho
uld
be a
ble
to:
• U
nder
stan
d th
e va
lue
of o
btai
ning
pla
ntin
g m
ater
ials
fro
m a
p-pr
oved
sou
rces
and
the
ris
k of
sow
ing
seed
s fr
om p
ods
harv
este
d on
far
m
• D
iffer
entia
te b
etw
een
good
and
bad
coc
oa p
ods
Tim
e5
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Wh
ere
to o
bta
in im
pro
ved
pla
nti
ng
mat
eria
ls (
30 m
inu
tes)
Fa
cto
rs t
o c
on
sid
er b
efo
re g
etti
ng
co
coa
po
ds
(30
min
ute
s)
Ho
w t
o p
rep
are
seed
s b
efo
re s
ow
ing
(1h
ou
r)•
Diff
eren
ce b
etw
een
hybr
id a
nd t
radi
tiona
l var
ietie
s•
Reas
ons
for
not
sow
ing
seed
s fr
om p
lant
ed h
ybrid
mat
eria
ls•
Iden
tifyi
ng h
ybrid
sou
rces
for
far
mer
s•
How
man
y se
ed p
er p
od a
nd h
ow m
any
seed
s ne
eded
per
he
ctar
e of
land
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
ePr
esen
tatio
n, d
iscu
ssio
n, e
xerc
ise
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
e
Pres
enta
tion,
dis
cuss
ion
Dis
cuss
ion,
fiel
d ex
erci
ses
Dis
cuss
ion,
fiel
d ex
erci
ses
Dis
cuss
ion,
fiel
d ex
erci
ses
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
e
Flip
cha
rt, f
acili
tato
r’s m
anua
l/ha
ndou
ts
Flip
cha
rtFl
ip c
hart
Flip
cha
rtFl
ip c
hart
Flip
cha
rt
16
Mo
du
le 8
: Un
der
stan
din
g g
raft
ing
Lear
nin
g o
bje
ctiv
es/o
utc
om
es
At
the
end
of t
his
mod
ule,
par
ticip
ants
sho
uld
be a
ble
to:
• U
nder
stan
d th
e es
senc
e of
gra
ftin
g
• K
now
the
var
ious
tec
hniq
ues
in g
raft
ing
Tim
e5
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Defi
ne
gra
ftin
g a
nd
exp
lain
th
e va
rio
us
tern
s (
1 h
ou
r)•
Roo
tsto
ck
• S
cion
• B
ud w
oods
Des
crib
e an
d d
emo
nst
rate
th
e va
rio
us
gra
ftin
g t
ech
niq
ues
(2
ho
urs
)•
Whi
p gr
aft
• C
left
gra
ft•
Bar
k gr
aft
• S
ide
graf
t
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
ePr
esen
tatio
n, d
iscu
ssio
n, e
xerc
ise
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
e
Pres
enta
tion,
dis
cuss
ion
Dis
cuss
ion,
fiel
d ex
erci
ses
Dis
cuss
ion,
fiel
d ex
erci
ses
Dis
cuss
ion,
fiel
d ex
erci
ses
Flip
cha
rt, f
acili
tato
r’s m
anua
l/ha
ndou
ts
Flip
cha
rtFl
ip c
hart
Flip
cha
rtFl
ip c
hart
17
Mo
du
le 9
: So
win
g c
oco
a in
po
ly b
ags
Lear
nin
g o
bje
ctiv
es/o
utc
om
es
At
the
end
of t
his
mod
ule,
par
ticip
ants
sho
uld
be a
ble
to:
• D
eter
min
e go
od s
oil f
or fi
lling
pol
y ba
gs in
nur
serie
s•
Und
erst
and
the
impl
icat
ions
of
sow
ing
poly
bag
s, o
n se
ed b
ed a
nd
plan
ting
at s
take
Tim
e5
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Imp
ort
ance
of
fert
ile s
oil
(bla
ck s
oil)
(1
ho
ur)
• D
istin
guis
h be
twee
n sa
ndy
soil
and
loam
y so
il•
Des
crib
e ho
w t
o ob
tain
fer
tile
soil
Op
tio
ns
for
sow
ing
see
ds
(1
ho
urs
)•
Sow
ing
seed
s in
pol
y ba
gs•
Sow
ing
seed
s on
see
d be
ds•
Plan
ting
at s
take
Sow
ing
in p
oly
bag
s (
1 h
ou
r)•
Prep
arin
g th
e po
ly b
ag•
Filli
ng t
he p
oly
bag
• Pu
ttin
g in
the
see
d in
the
soi
l•
Poly
bag
arr
ange
men
t•
Wat
erin
g re
gim
e
Sow
ing
on
nu
rser
y b
ed(1
ho
ur)
• A
dvan
tage
s an
d di
sadv
anta
ges
Sow
ing
at
stak
e (1
ho
urs
) •
Adv
anta
ge a
nd d
isad
vant
age
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Dis
cuss
ion,
pre
sent
atio
n
Dis
cuss
ions
, pre
sent
atio
n
Flip
cha
rt, f
acili
tato
r’s m
anua
l/ha
ndou
ts
Flip
cha
rtFl
ip c
hart
Flip
cha
rt
Flip
cha
rt
Flip
cha
rt
Flip
cha
rt
Flip
cha
rt
18
Mo
du
le 1
0: T
he
effe
cts
of
po
ly b
ag s
ize
on
see
dlin
g s
urv
ival
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Det
erm
ine
the
adva
ntag
es o
f us
ing
poly
bag
and
the
eff
ects
of
smal
l bag
s on
see
d-lin
g su
rviv
al r
ate
Tim
e2
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Imp
ort
ance
of
po
ly b
ags
size
(2
ho
ur)
• D
iscu
ss t
he e
ssen
ce o
f vo
lum
e an
d it’
s im
-pa
ct o
n ro
ot f
orm
atio
n•
Dis
cuss
the
min
imum
per
iod
of s
eedl
ings
in
the
nurs
ery
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
se
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
ses
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s
Flip
cha
rt
19
Mo
du
le 1
1: M
on
ito
rin
g a
co
coa
nu
rser
y
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Und
erta
ke n
urse
ry m
anag
emen
t ro
utin
es p
rope
rly
Tim
e4
ho
urs
Wat
erin
g r
egim
es (
1 h
ou
r)•
Dis
cuss
dai
ly w
ater
ing
regi
mes
in r
elat
ion
to a
ge
of s
eedl
ings
Ger
min
atio
n a
nd
see
dlin
g s
urv
ival
(1
ho
urs
)•
Expl
ain
germ
inat
ion
perc
enta
ge•
Expl
ain
seed
ling
surv
ival
rat
e•
Expl
ain
seed
ling
esta
blis
hmen
t ra
te
Imp
ort
ance
of
wee
ds,
inse
cts
and
dis
ease
s in
n
urs
erie
s (1
ho
ur)
• D
amag
e by
wee
ds a
nd r
emed
y•
Dam
age
by in
sect
s an
d re
med
y•
Dam
age
by d
isea
ses
and
rem
edy
Du
ties
of
nu
rser
y o
per
ato
r (1
ho
urs
)•
Expl
ain
the
impo
rtan
ce o
f nu
rser
y op
erat
or•
Des
crib
e th
e du
ties
of a
nur
sery
ope
rato
r
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
e Pr
esen
tatio
n, D
iscu
ssio
n, e
xerc
ise
Pres
enta
tion,
Dis
cuss
ion,
exe
rcis
e
Pres
enta
tion,
Dis
cuss
ion,
exe
rcis
ePr
esen
tatio
n, D
iscu
ssio
n, e
xerc
ise
Pres
enta
tion,
Dis
cuss
ion,
exe
rcis
e
Pres
enta
tion,
Dis
cuss
ion
Pres
enta
tion,
Dis
cuss
ion
Flip
cha
rt, h
ando
uts
Flip
cha
rtFl
ip c
hart
Flip
cha
rt
Flip
cha
rtFl
ip c
hart
Fl
ip c
hart
Flip
cha
rtFl
ip c
hart
20
Mo
du
le 1
2: P
lan
tin
g p
lan
tain
an
d c
assa
va a
s te
mp
ora
ry s
had
e fo
r co
coa
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Exp
lain
the
impo
rtan
ce o
f te
mpo
rary
sha
de f
or c
ocoa
• U
nder
stan
d th
e cl
eani
ng p
roce
ss o
f pl
anta
in a
nd c
assa
va•
Pla
nt b
est
varie
ties
of p
lant
ain
and
cass
ava
prop
erly
in c
ocoa
far
ms
Tim
e4
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Co
nce
pt
of
tem
po
rary
sh
ade
in c
oco
a ag
rofo
rest
ry (
1 h
ou
r)•
Defi
ne t
he c
hara
cter
istic
s of
sha
de c
rops
or
tree
•
Expl
ain
the
role
of
food
cro
ps a
s sh
ade
for
coco
a
Trea
tin
g p
lan
tain
an
d c
assa
va p
lan
tin
g m
ater
ials
(2
ho
urs
)•
Sour
ces
of p
lant
ain
and
cass
ava
varie
ties
• H
ot w
ater
tre
atm
ent
for
plan
tain
• W
arm
wat
er t
reat
men
t fo
r ca
ssav
a
Foo
d c
rop
sp
acin
g (
1 h
ou
r)•
Plan
tain
•
Cas
sava
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
esPr
esen
tatio
n, d
iscu
ssio
n, e
xerc
ises
Pres
enta
tion,
dis
cuss
ion,
fie
ld e
xerc
ises
Dis
cuss
ion,
fiel
d ex
erci
seD
iscu
ssio
n, fi
eld
exer
cise
Flip
cha
rt, f
acili
tato
r’s m
anua
l/ha
ndou
tsFl
ip c
hart
Flip
cha
rt
Flip
cha
rt
Flip
cha
rtFl
ip c
hart
21
Mo
du
le 1
3: S
oil
Co
nse
rvat
ion
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Und
erst
and
the
effe
ct o
f so
il er
osio
n•
Und
erst
and
and
appl
y m
ulch
• M
ake
and
utili
ze c
ompo
st
Tim
e2
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Des
crib
e so
il er
osi
on
(1
ho
ur)
• C
ause
s an
d ef
fect
s•
How
to
prev
ent
soil
eros
ion
Des
crib
e m
ulc
hin
g (
1 h
ou
r)•
Adv
anta
ges
and
disa
dvan
tage
s of
mul
chin
g•
How
to
appl
y m
ulch
Dem
on
stra
te h
ow
to
mak
e co
mp
ost
(1
ho
ur)
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
esPr
esen
tatio
n, d
iscu
ssio
n, e
xerc
ises
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
ses
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
ses
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s
Flip
cha
rt
Flip
cha
rt
Flip
cha
rt
22
Mo
du
le 1
4: T
he
imp
ort
ance
of
spac
ing
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Und
erst
and
the
conc
ept
of c
ompe
titio
n be
twee
n co
coa
tree
s an
d th
e im
port
ance
of
spa
cing
Tim
e2
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Co
nce
pt
of
com
pet
itio
n (
1 h
ou
r)•
Expl
ain
com
petit
ion
• Pr
ovid
e ex
ampl
es
Imp
ort
ance
of
spac
ing
(1
ho
urs
)•
Adv
anta
ges
and
disa
dvan
tage
s of
spa
cing
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
esPr
esen
tatio
n, d
iscu
ssio
n, e
xerc
ises
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
ses
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s
Flip
cha
rt
Flip
cha
rt
23
Mo
du
le 1
5: T
he
imp
ort
ance
of
shad
e fo
r yo
un
g c
oco
a tr
ees
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Obs
erve
the
eff
ects
of
too
muc
h su
nshi
ne o
n yo
ung
coco
a tr
ees
• U
nder
stan
d th
e re
latio
nshi
p be
twee
n sh
ade
and
blac
k po
d •
Und
erst
and
the
rela
tions
hip
betw
een
too
muc
h lig
ht a
nd m
irids
Tim
e3
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Shad
e fo
r coc
oa (2
hou
r)•
Defi
ne t
empo
rary
sha
de a
nd g
ive
exam
ples
• D
efine
per
man
ent
shad
e an
d gi
ve e
xam
ples
• Ef
fect
of
shad
e on
coc
oa
Impo
rtan
ce o
f sha
de (1
hou
rs)
• Sh
ade
and
miri
ds•
Shad
e an
d bl
ack
pod
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
esPr
esen
tatio
n, d
iscu
ssio
n, e
xerc
ises
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s
Flip
cha
rt
Flip
cha
rtFl
ip c
hart
24
Mo
du
le 1
6: L
inin
g, p
egg
ing
an
d h
olin
g
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Mak
e pl
antin
g ro
ws
at t
he r
ecom
men
ded
spac
ing
Tim
e3
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Rec
om
men
ded
sp
acin
g f
or
coco
a, f
oo
d c
rop
s an
d o
ther
tre
es (
1 h
ou
r)•
Expl
ain
the
impo
rtan
ce o
f re
com
men
ded
spac
ing
for
vario
us c
rops
• Pr
ovid
e th
e re
com
men
ded
spac
ing
for
vari-
ous
crop
s
Plan
tin
g d
ista
nce
(2
ho
urs
)•
Des
crib
e th
e pr
oces
s of
lini
ng a
nd p
eggi
ng•
Des
crib
e ho
ling
and
its im
port
ance
• D
emon
stra
te li
ning
, peg
ging
and
hol
ing
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
es
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
es
Dis
cuss
ion,
fiel
d ex
erci
seD
iscu
ssio
n, fi
eld
exer
cise
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s
Flip
cha
rt
Flip
cha
rtFl
ip c
hart
25
Mo
du
le 1
7: P
lan
tin
g c
oco
a in
th
e fi
eld
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Pla
nt c
ocoa
cor
rect
ly
Tim
e2
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Prio
r to
pla
nti
ng
ro
uti
ne
(2
ho
ur)
• Id
entif
y an
d di
scus
s th
e ac
tiviti
es t
o be
con
-du
cted
bef
ore
plan
ting
coco
a in
the
fiel
d on
th
e da
y of
pla
ntin
g•
Dem
onst
rate
the
pla
ntin
g pr
oced
ure
• Ex
plai
n th
e pl
antin
g pr
oces
s
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
ses
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
ses
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
sFl
ip c
hart
Flip
cha
rtFl
ip c
hart
26
Mo
du
le 1
8: F
orm
atio
n a
nd
str
uct
ura
l pru
nin
g
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Und
erst
and
the
diff
eren
t ty
pes
of p
runi
ng a
nd t
heir
impo
rtan
ce•
Per
form
for
mat
ion
and
stru
ctur
al p
runi
ng
Tim
e3
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Pru
nin
g (
1 h
ou
r)•
Defi
ne p
runi
ng
• D
escr
ibe
form
atio
n, c
hupo
n (s
ide
shoo
ts)
and
stru
ctur
al p
runi
ng
• Ex
plai
n th
e pu
rpos
e of
eac
h of
the
pru
ning
m
etho
ds m
entio
ned
abov
e
Imp
ort
ance
of
pru
nin
g (
2 h
ou
rs)
• Ex
plai
n th
e im
port
ance
of
each
of
the
prun
-in
g m
etho
ds m
entio
ned
• D
emon
stra
te t
he v
ario
us p
runi
ng m
etho
ds
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
ses
Pres
enta
tion,
Fie
ld e
xerc
ise
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
sFl
ip c
hart
Flip
cha
rt
Flip
cha
rt
Flip
cha
rt
Flip
cha
rt
27
Mo
du
le 1
9: Id
enti
fy t
ree
div
ersi
fica
tio
n o
pti
on
s
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Sys
tem
atic
ally
dec
ide
on w
hich
tre
es t
hey
shou
ld p
lant
on
thei
r co
coa
farm
s•
Be
awar
e of
the
env
ironm
enta
l and
eco
nom
ic is
sues
the
y ne
ed t
o co
nsid
er w
hen
mak
ing
the
deci
sion
s ab
out
whi
ch t
rees
to
plan
t on
coc
oa f
arm
s
Tim
e3
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Tree
div
ersi
fica
tio
n in
co
coa
(1 h
ou
r)•
Defi
ne t
ree
dive
rsifi
catio
n in
coc
oa
• Ex
plai
n te
rms
in t
he d
iver
sific
atio
n pr
oces
s
Dif
fere
nt
op
tio
ns
for
div
ersi
fica
tio
n (
2 h
ou
rs)
• Fo
od c
rops
• Fr
uit
crop
s•
Tim
ber
• D
escr
ibe
the
stag
es o
f ea
ch d
iver
sific
atio
n op
tion
and
its im
port
ance
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
sePr
esen
tatio
n, d
iscu
ssio
n, e
xerc
ises
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s
Flip
cha
rt
Flip
cha
rtFl
ip c
hart
Flip
cha
rtFl
ip c
hart
28
Mo
du
le 2
0: S
elec
tin
g d
esir
able
no
n-c
oco
a tr
ees
for
coco
a cu
ltiv
atio
n
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
the
mod
ule,
par
ticip
ants
sho
uld
be a
ble
to:
• D
emon
stra
te g
ood
unde
rsta
ndin
g of
wha
t a
desi
rabl
e fo
rest
tre
e is
•
Ide
ntify
at
leas
t 10
mos
t de
sira
ble
attr
ibut
es o
f a
fore
st t
ree
for
coco
a cu
ltiva
tion
• I
dent
ify a
t le
ast
10 in
dige
nous
for
est
tree
s th
at h
ave
desi
rabl
e at
trib
utes
for
cu
ltiva
tion
with
coc
oa•
Cre
ate
and
appl
y a
deci
sion
-sup
port
too
l for
sel
ectin
g de
sira
ble
fore
st t
rees
for
co
coa
culti
vatio
n
Tim
e4
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
As
app
rop
riat
e fo
r th
e tr
ain
ing
, exp
lain
th
e fo
llow
ing
ter
min
olo
gie
s n
eces
sary
to
cre
ate
the
dec
isio
n-s
up
po
rt t
oo
l:
• D
esira
ble
attr
ibut
es•
Num
eric
al r
atin
g sy
stem
• M
atrix
• Te
mpo
rary
sha
de•
Perm
anen
t sh
ade
• Sh
ade
qual
ity•
Moi
stur
e•
Soil
fert
ility
• W
eed
supp
ress
ion
• M
echa
nica
l dam
age
• W
ind
brea
k•
Goo
d ae
ratio
n•
Goo
d tim
ber
valu
e•
Goo
d no
n-tim
ber
fore
st p
rodu
ct v
alue
• A
ltern
ativ
e ho
sts
for
dise
ases
and
pes
ts
Pres
enta
tion,
dis
cuss
ions
, fiel
d ex
erci
se
Faci
litat
ors
man
uals
and
han
dout
s
Flip
cha
rt
29
Mo
du
le 2
1: D
evel
op
ing
a f
arm
map
fo
r m
akin
g d
ecis
ion
s ab
ou
t tr
ee p
lan
tin
g
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Mak
e a
farm
map
doc
umen
ting
tree
res
ourc
es o
n co
coa
farm
Tim
e4
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Imp
ort
ance
of
farm
map
s (1
ho
ur)
• Ex
plai
n th
e na
ture
of
a fa
rm m
ap•
Expl
ain
the
lega
l im
plic
atio
n of
a p
lant
ed a
nd
docu
men
ted
timbe
r tr
ee a
nd t
hat
of n
atu-
rally
reg
ener
ated
tim
ber
tree
in t
he c
onte
xt
of t
he c
ount
ry
Map
pin
g p
roce
ss (
3 h
ou
rs)
• Ex
plai
n th
e es
senc
e of
usi
ng la
nd m
arks
• Ex
plai
n us
e of
the
car
dina
l poi
nts
• Ex
plai
n th
e es
senc
e of
a r
efer
ence
poi
nt a
nd
the
dire
ctio
n of
pla
ntin
g •
Des
crib
e th
e pr
oced
ure
• D
evel
op a
sam
ple
of a
far
m m
ap
Pres
enta
tion,
dis
cuss
ion,
exe
rcis
esPr
esen
tatio
n, d
iscu
ssio
n, e
xerc
ises
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
ses
Pres
enta
tion,
fiel
d ex
erci
se
Dis
cuss
ion,
fiel
d ex
erci
seD
iscu
ssio
n, fi
eld
exer
cise
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s
Flip
cha
rt
Flip
cha
rtFl
ip c
hart
Flip
cha
rtFl
ip c
hart
30
Mo
du
le 2
2: C
olle
ctin
g, p
roce
ssin
g a
nd
sto
rin
g lo
cal t
ree
seed
s fo
r so
win
g
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Ide
ntify
bes
t so
urce
s of
loca
l tre
e se
eds
• P
roce
ss a
nd s
tore
tre
e se
eds
prop
erly
bef
ore
sow
ing
Tim
e4
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Seed
col
lect
ion
activ
ities
(1 h
our)
• Ex
plai
n th
e se
ed c
olle
ctio
n ac
tiviti
es (s
eed
tree
se
lect
ion,
col
lect
ion,
ext
ract
ion,
dry
ing,
pac
king
an
d st
orin
g•
Giv
e th
e im
port
ance
of
thes
e ac
tiviti
es
Iden
tify
a s
pec
ies
for
tree
see
d c
olle
ctio
n (
3 h
ou
rs)
• Id
entif
y th
e sp
ecie
s an
d tim
e fo
r se
ed c
olle
ctio
n•
Prov
ide
rule
s fo
r se
lect
ing
mot
her
tree
s fo
r se
ed
colle
ctio
n•
Com
plet
e th
e tr
ee s
eed
colle
ctio
n ac
tiviti
es
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
ses
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
ses
Dis
cuss
ion,
fiel
d ex
erci
se
Flip
cha
rt, f
acili
tato
r’s m
anua
l/ha
ndou
tsFl
ip c
hart
Flip
cha
rtFl
ip c
hart
Flip
cha
rt
31
Mo
du
le 2
3: S
ow
ing
on
nu
rser
y b
eds
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Use
nur
sery
bed
s fo
r so
win
g tr
ee s
eeds
• C
onst
ruct
nur
sery
bed
s pr
oper
ly
Tim
e4
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Nu
rser
y b
ed c
on
stru
ctio
n (
1 h
ou
r)•
Wor
king
the
soi
l•
Prep
arin
g th
e be
d
Seed
so
win
g o
n t
he
bed
(3
ho
urs
)•
Prep
arin
g th
e be
d fo
r se
ed s
owin
g (w
hat
to d
o)•
Sow
ing
the
seed
s•
How
to
tran
spla
nt b
are-
root
see
dlin
gs
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
sePr
esen
tatio
n, d
iscu
ssio
n, fi
eld
exer
cise
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
ses
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
ses
Dis
cuss
ion,
fiel
d ex
erci
se
Flip
cha
rt, f
acili
tato
r’s m
anua
l/ha
ndou
tsFl
ip c
hart
Flip
cha
rt
Flip
cha
rtFl
ip c
hart
Flip
cha
rt
32
Mo
du
le 2
4: P
rep
arin
g t
o p
lan
t n
on
-co
coa
tree
s in
co
coa
farm
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Pre
pare
see
dlin
gs f
or t
rans
plan
ting
• D
esig
n an
app
ropr
iate
pla
ntin
g pa
tter
n fo
r pl
antin
g tr
ee s
eedl
ings
in c
ocoa
• P
lant
tre
e se
edlin
gs p
rope
rly in
coc
oa f
arm
s
Tim
e4
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Tran
spla
nti
ng
(1
ho
ur)
• Ex
plai
n th
e im
port
ance
of
hard
enin
g of
f•
Des
crib
e tr
ansp
lant
ing
from
pol
y ba
gs, s
eed
beds
, and
com
pare
the
adv
anta
ges
and
dis-
adva
ntag
es o
f ea
ch m
etho
d
Plan
tin
g a
rran
gem
ent
for
tree
see
dlin
gs
in
coco
a (2
ho
urs
)•
Defi
ne t
he p
lant
ing
patt
ern
for
tree
see
dlin
gs
(tria
ngul
ar s
paci
ng in
coc
oa)
• D
escr
ibe
the
proc
ess
of d
esig
ning
the
pla
nt-
ing
patt
ern
and
dem
onst
rate
the
pro
cess
by
deve
lopi
ng a
sam
ple
Plan
tin
g t
ree
seed
ling
s in
co
coa
(1 h
ou
rs)
• D
os a
nd d
on’t
s w
hen
plan
ting
tre
e se
edlin
gs
in c
ocoa
fiel
ds
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
ses
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
se
Pres
enta
tions
, dis
cuss
ions
, fiel
d ex
erci
se
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s
Flip
cha
rt
Flip
cha
rt
Flip
cha
rt
Flip
cha
rt
33
Mo
du
le 2
5: S
elec
tin
g a
nd
pro
mo
tin
g t
rees
th
at a
re a
lrea
dy
gro
win
g in
co
coa
farm
s
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Sel
ect
and
inte
grat
e na
tura
lly r
egen
erat
ed t
ree
wild
lings
and
sap
lings
in
coc
oa fi
elds
Tim
e3
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Iden
tifi
cati
on
of
nat
ura
lly r
egen
erat
ed f
ore
st t
rees
(1
ho
ur)
• H
ow t
o id
entif
y de
sira
ble
fore
st t
rees
in c
ocoa
fie
lds
• Ex
plai
n th
e di
ffer
ence
bet
wee
n na
tura
l reg
ener
a-tio
n an
d pl
ante
d se
edlin
gs
Inte
gra
te w
ildin
gs
and
sap
ling
s in
co
coa
(2 h
ou
rs)
• Ex
plai
n w
ildlin
gs a
nd s
aplin
gs•
Des
crib
e th
e pr
oces
s of
pro
mot
ing
wild
lings
and
sa
plin
g in
coc
oa•
Sele
ct a
nd m
aint
ain
sam
ple
spec
ies
in a
giv
en a
rea
desi
gnat
ed f
or c
ocoa
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
se
Pres
enta
tions
, dis
cuss
ions
, fiel
d ex
erci
se
Flip
cha
rt, f
acili
tato
r’s m
anua
l/ha
ndou
tsFl
ip c
hart
Flip
cha
rt
Flip
cha
rtFl
ip c
hart
Flip
cha
rt
34
Mo
du
le 2
6: P
run
ing
fo
rest
tre
es in
co
coa
farm
Lear
nin
g o
bje
ctiv
es/o
utc
om
esA
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Pru
ne f
ores
t tr
ees
prop
erly
Tim
e3
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Pru
nin
g (
1 h
ou
r)•
Expl
ain
prun
ing
in g
ener
al a
nd r
efer
to
that
of
coc
oa•
Iden
tify
som
e fo
rest
tre
es f
or p
runi
ng
The
pro
cess
of
pru
nin
g (
2 h
ou
rs)
• D
escr
ibe
and
dem
onst
rate
how
pru
ning
is
done
in a
you
ng f
ores
t tr
ee
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
ses
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s
Flip
cha
rt
Flip
cha
rt
35
Mo
du
le 2
7: K
no
w y
ou
r ri
gh
ts r
egar
din
g o
wn
ersh
ip o
f fo
rest
tre
es
Lear
nin
g o
bje
ctiv
es/o
utc
om
es
A
t th
e en
d of
thi
s m
odul
e, p
artic
ipan
ts s
houl
d be
abl
e to
:•
Und
erst
and
thei
r rig
hts
rega
rdin
g fo
rest
tre
e ow
ners
hip
• A
sses
s da
mag
e ca
used
by
felle
d tim
ber
tree
s•
Use
a s
impl
e fo
rmul
a to
det
erm
ine
com
pens
atio
n
Tim
e4
ho
urs
Co
nte
nt
Met
ho
ds
Too
ls
Leg
al f
ram
ewo
rk o
n f
ore
st t
ree
ow
ner
ship
(1
ho
ur)
• D
iscu
ss t
he le
gal f
ram
ewor
k on
tre
e ow
ners
hip
in t
he d
iffer
ent
cont
exts
in w
hich
it e
xist
s•
Iden
tify
any
trad
ition
al a
utho
rity
invo
lved
with
tr
ee o
wne
rshi
p in
the
are
a•
Solic
it op
inio
n fr
om f
ram
ers
on t
heir
view
s on
th
e na
tiona
l and
tra
ditio
nal l
egal
rig
hts
on f
or-
est
tree
s
Esti
mat
e co
mp
ensa
tio
n f
or
dam
age
cau
sed
by
felle
d t
rees
(2
ho
urs
)•
Defi
ne t
he v
ario
us p
aram
eter
s fo
r es
timat
ing
com
pens
atio
n•
Dev
elop
the
for
mul
a fo
r es
timat
ing
com
pens
a-tio
n
Cal
cula
tio
n (
1 h
ou
rs)
• C
alcu
late
an
exam
ple
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion
Pres
enta
tion,
dis
cuss
ion,
fiel
d ex
erci
se
Pres
enta
tions
, dis
cuss
ions
, fiel
d ex
erci
se
Flip
cha
rt, f
acili
tato
r’s m
anua
l/han
dout
s
Flip
cha
rts
Flip
cha
rt
Flip
cha
rt
Flip
cha
rt
Flip
cha
rt
36
Annex - Schedule for PRD in FLG trainingMonth Sessions
March
(3 sessions)Understanding cocoa intensificationMaking the decision about where to replantDeciding which trees to rehabilitate or eliminate
April
(3 sessions)Soil characterizationLining and pegging and digging planting holesHot water treatment; Planting food crops
May(2 sessions)Identifying tree diversification optionsSelecting desirable and undesirable shade trees
June(3 sessions)Farm diversification mapPlanting Shade trees/Planting cocoa (simulation training)
July(1 session)Formation pruning, Structural pruning
August(2 sessions)Promoting natural tree regeneration of desirable treesKilling unwanted shade trees
September(2 sessions)Starting a nursery (construction of shed/fence, filling poly bags, constructing
nursery beds)
October
(2 sessions)Experiment with poly bag size Knowing your rights to timber ownershipSowing on nursery beds, Planting in poly bags
November( 1 session)Nursery monitoring
December( 1 session)Collecting and processing tree seed
Total number of sessions 20
The proposed schedule for cocoa ICPM and PRD to be implemented is shown in the diagram below:
March April May June July Aug Sept Oct Nov Dec
ICPM
PRD
37
Note: After December, facilitators are required to monitor seedlings in the nurseries until they are transplanted into the field. Countries should define modalities for activities after December.
Materials needed for training
RequiredFlip chart standFlip chart paperBoards (5)Markers of several coloursKnifePoly bags (7”x10” or 8 cm x 25 cm)Cocoa podsMeasuring tapesShovels/spadesRakesPick axes/mattocksWheelbarrowsNylon ropesAir-tight containersSmall plastic bagsTwo 20-30 m ropes4 baskets, containers or paper bagsScaleNotebooks and pens for each participantPegsCalculatorSample of a Mirid or picture/illustrationPaint for marking trees
DocumentsSample of a farm mapTimber regulationsPod count chartOptionalIllustration or photograph of properly pruned cocoa tree
Things that farmers should provideWatering canMachetesMatLadder
38
Using this manual for cocoa certification training
Many companies purchasing cocoa in West Africa and people who eat chocolate products in developed countries are concerned about the effects of cocoa production on cocoa farmers, their communities and the environ-ment. They want to make sure that cocoa farmers are receiving higher in-comes and have a good living standard. One way to make sure this happens is to provide cocoa farmers who produce cocoa following certain require-ments such as good agricultural practices, responsible labour practices etc with a certificate. Cocoa farmers and communities that receive this certifi-cate can then get a higher price for their cocoa from buyers. To receive a certificate, farmers must meet all the requirements established by certifica-tion bodies. There are currently several cocoa certification systems or stand-ards such as UTZ Certified (www.utzcertified.org), FairTrade International (www.fairtrade.net) and Rainforest Alliance (www.rainforest-alliance.org).
Topics covered by most cocoa certification codes include:
Good agricultural practices• Good agricultural practices and post-harvest handling• Cocoa farm maintenance• Soil management and fertilization• Integrated pest management
Social issues • No forced and child labor• Payment of minimum wage• Transparent and accountable group management• Equal opportunities for men and women• No discrimination, respectful treatment of workers• Access to health care• Access to education• Good relations with the community• Good living conditions• Health and safety training• Safe and healthy working conditions• Accident and emergency procedures
Environmental issues• Responsible use of agrochemicals• Biodiversity protection and strengthening• Prevention of soil erosion• Protection of water sources• No deforestation of primary forest;
39
• Use of shade trees• Protection of endangered species• Conservation plan for natural habitat• Minimized environmental pollution, waste management
(Adapted and modified from UTZ Certified Code of Conduct for Cocoa-Summary)
Many of the training exercises covered in this and other manuals in the STCP Good Agricultural Practices series address the requirements of cer-tification standards. Topics not addressed by the STCP manuals include la-bour practices, gender equality, group management, access to education and health care. Using the UTZ code as an example, the following table shows which training exercises correspond to specific control points
40
Certification codes and STCP protocols
UTZ control points STCP protocols
1.A COCOA FARM ESTABLISHMENT AND REHABILITATION
1.A.1 Suitable planting and grafting material is used
Using improved planting materials
Understanding grafting
Collecting, processing and storing local tree seeds for sowing
Preparing to start a nursery
Sowing cocoa in poly bags
Effect of poly bag sizes on seedling survival
Sowing on nursery beds
Monitoring of nurseries
1.B COCOA FARM MAINTENANCE
1.B.1 The producer performs good cultural con-trol within the cocoa farm
Formation pruning
Sanitary pruning
Deciding which cocoa trees to rehabilitate
Importance of shade for young cocoa trees
Preparing to plant non-cocoa trees in cocoa farms
Planting plantain and cassava as temporary shade for cocoa
Planting cocoa in the field
Lining, pegging and holing
Importance of spacing
1. C SOIL MANAGEMENT AND FERTILIZATION
1.C.1 The producer uses natural techniques to maintain and optimize soil fertility and structure
Soil conservation
Soil characterization
Understanding cocoa intensification
Making a decision about where to replant cocoa
3. NATURAL RESOURCES AND BIODIVERSITY
3.A.1 The producer uses techniques to prevent soil erosion
Soil conservation
3.C.1 The producer maintains shade trees on the farm to enhance biodiversity and asprotection against weather risk
Identifying tree diversification options
Selecting desirable non-cocoa trees for cocoa cultivation
Selecting and promoting trees that are already growing in the cocoa farm
Developing a farm map
Planting non-cocoa trees in cocoa
Knowing your rights regarding ownership of for-est trees
FOREST & LANDSCAPE WORKING PAPER - REVISION 2011 46 / 2010
Forest & Landscape Denmark
University of Copenhagen
Rolighedsvej 23
DK-1958 Frederiksberg
Tel: 3533 1500
www.sl.life.ku.dk
To intensify their farms, farmers need to make conscious efforts to rehabilitate
old and non-producing farms and/or establish new cocoa farms using best
practices. The planting, replanting and diversification curriculum helps to
improve farmers’ knowledge and skills in order to carry out the necessary best
practices in revamping old farms and/or starting new ones. The curriculum
helps to train farmers on 24 field exercises in 20 sessions over a 10 month
period from March to December
National centre for research,
education and advisory
services within the fields of
forest and forest products,
landscape architecture and
lanscape management,
urban planning and urban
design
