* Terms of Reference for the Coordinator and Lead Facilitator of Bamboo Field School
This position will be supported through the following positions:
·One full time coordination assistant will be appointed from the EBP team.
·One co-facilitator from the EBPP team to be present at all sessions.
* Scope of Work
Pre implementation:
1.Understand the process and outcome overviews of curriculum fully and design activities for implementation of each session topic that reflects process overviews and ensures all outcomes are met.
2.Develop an easy to follow work book with appropriate data sheets based on designed activities to be distributed to all participants.
3.Prepare and purchase materials required.
4.Organise and coordinate a sharette prior to field school implementation with appropriate topics for discussion, members to participate and firm expected outcomes outlined.
5.Coordinate with EBPP point of contacts to ensure all logistics are prepared for each session. This includes exact clumps that will be managed during the field school, transport for participants to and from clumps when required, classroom set up.
6.Prepare and issue a bi-weekly report to EBF and EBPP with Pak Ketut. This report will in the form of outcome mappings should include the following:
o Current activities
o Ongoing activities
o Achievements
o Opportunities
o Constraints
o Two weeks of planning ahead
7.Petty cash report 3 times weekly to be sent to EBF accounting office.
Implementation Period:
1.Ensure all participants receive a workbook and additional stationary required in the first class.
2.Risk assessments of each activity must be considered and appropriate action taken.
3.Lesson targets must have verifiable indicators and documented proof that targets have been met.
4.Photo documentation.
Post Implementation:
1.Design and coordinate two Lessons Learned workshops. One for field school participants, and one for team members.
2.A final report must be submitted 2 weeks after the end of field school lessons and must follow the following format:
a)Introduction
b)The Desa Ban context
c)Session processes
d)Constraints and solutions
i.Technical constraints
ii.Organisational constraints of staff
iii.Social constraints
iv.Project management constraints
e)Follow up, outcomes and lessons learnt
f)Conclusion
* Points of Contact
Consistent and clear communication is essential. Your two points of contact are:
1.Environmental Bamboo Foundation
2.East Bali Poverty Project
* Terms of Reference – Bamboo Field School
“Empowerment is a fundamental element in civil society, and it is the principle that has influenced the design and implementation of Farmer Field Schools. Why empowerment? Farmers live and work in a world where they face a variety of contending forces including those related to technology, politics, markets, and society. These forces can marginalize farmers if they are not pro-active. Farmers need to be able to make their voice heard now as sustainable ecological agriculture approaches a critical crossroads.”
Bamboo Field School seeks to build the capacity of bamboo farmers in Indonesia to sustainably manage existing bamboo resources as well as create space for farmers to explore, evaluate and enhance economic opportunities in current bamboo markets.
Through a structured participatory curriculum, the intention is for farmers to test, explore and understand all cycles of a healthy bamboo stand and sustainable//business relationships in order to blend good farming practices with good forestry management in a method that is economically, socially and environmentally appropriate to their situation.
Bamboo field school serves as a training and management tool, addressing the lack of resources and attention given to forestry management practices in Indonesia. A primary activity during bamboo field school will be for farmers to develop criteria and expected behaviour changes for each bamboo stand.The end product will be a set of standard operating procedures which the farmer agrees to undertake.
* How Field School will be run.
Bamboo Field School will be run as a harvest mission; every time the farmer manages the bamboo it is part of a harvest event that will result in profits for him and his family. In this way – bamboo field school is not only an educational activity, but has immediate livelihood motivations and impacts.
The intensive nature of Bamboo Field School is part of the key to ingraining the SOP to create long-term behavioural change amongst the participants. Negotiations related to the intensity of the training will be made at least 2 weeks prior to starting the Bamboo Field School as to give farmers time to rearrange their schedules. This will be part of the typical learner contract that is standard for all field schools. Bamboo Field School will therefore be run intensively, ranging from a 3-day a week course to a 6-day a week course. Mornings will be run from the set curriculum, afternoons spent in small groups managing existing clumps in methods imparted through the curriculum in a pre-defined reference area.
The Bamboo Field School in Desa Ban, Northern Bali is aimed at 25 - 30
different farmers (wives and husbands) as well as middle men. Including
different levels of bamboo market key players enriches discussions and
outcomes of field school.
Ideally the Bamboo Field School should take place before the onset of the rainy season; however this is negotiable due to the importance of field school content and the underlying requirement to fit into the farmer’s schedule. A harvest mission for bamboo poles is usually after at least one week of little to no rain.
* Curriculum Outline
Bamboo Field School is 12 session program based on the following topics:
1.Social Assessments – uncovering the social structures of bamboo.
2.Participatory Market Analysis – exploring the current bamboo market situation and its players, creating a vision for the future.
3.Bamboo resource surveys and mapping.
4.Primary adjustment of a previously unmanaged clump - NO BSBOD (Bent, Small, Broken, Old and Diseased), spacing and age ratio adjustment.
5.Companion planting - setting the scene for a resilient future between the clump and its companion plants.
6.Clump soil system enhancement - mounding, double strata soil above roots of a mature clump, managing water inputs.
7.Ecologically based nutrient management and appropriate integrated fertilization of clump.
8.Ecologically based pest management - allowing natural enemies to deter and protect from pests and disease.
9.Sustainable harvest - how to tell which types of harvest methods improve the vigor of the bamboo and which types degrade the health of the clump.
10.Understanding the agro-ecosystem approach with bamboo forestry - from agroforestry to analogue forestry.
11.Writing conceptual plantation management plans for community based forestry: How is a bamboo forest unique and what are the implications to the management system?
12.Writing community based business plans, focusing on cash-flow projections for individuals and cooperatives, are cooperatives better from a cash-flow perspective?
The bamboo farmers that participate in Bamboo Field School will learn how to manage the fastest growing timber in the world (bamboo) and how to maintain its health and vigour so that growth rates and yields are optimal from a long-term sustainability perspective. The very simple and sequential way in which the management of bamboo is carried out is designed to help the practitioner gain a muscle memory for the tasks that must be completed in order to sustain the practitioners’ livelihood with bamboo. The key point here is to entice the farmer to return to the clump as frequently as possible for good profit making reasons and it is at this point when bamboo management activities are required of the farmer. This shows the vital importance of companion plants as a source of income in between the harvest seasons. Learning this system by doing it with the guidance of 2 very capable guides is the strategy that is planned. once the muscle memory for all singular activities have been refined in the practical learning process the team will then focus on the planning process which includes both a conceptual management plan as well as a community based forestry business plan.
* Draft Schedule of Activities
Session one:
·Course outline, expectations discussion
·Learning contracts
·Gender roles
·Seasonal based calendars
·Access, responsibility and control matrix
Session two:
* Bamboo resource surveys and mapping
* Personal cash-flow statements from participants
* Back casting from a mission and vision of the future
Session three:
·Market perception analysis
·Participatory market chain analysis
·Market checklist
Session four:
* Primary adjustment of a previously unmanaged clump. NO BSBOD,
spacing and age ratio adjustment.
Session five:
* Companion Planting: setting the scene for a resilient future between the clump and its companion plants.
* Introduction to sustainable harvest.
Session six
* Clump Soil System Enhancement: mounding, double strata soil above roots of a mature clump, managing water inputs.
* Ecologically based nutrient management and appropriate integrated fertilization of clump.
* Introduction to sustainable harvest continued
Session seven
* Ecologically based Pest Management: allowing natural enemies to deter and protect from pests and disease.
Session eight:
* Sustainable Harvest (main unit): how to tell what harvesting improves the vigor of the bamboo and which types degrade the health of the clump.
Session nine:
* Participatory SOP for yearly management of bamboo clumps, identifying the obstacles and coming up with creative solutions. Every farmer writes their own SOP manual.
Session ten:
* Understanding the agro-ecosystem approach with bamboo forestry. from agro-forestry to analogue forestry
* Writing conceptual plantation management plans for community based forestry: how is a bamboo forest unique and what are the implications to the management system.
* Sustainable harvest refresher
Session eleven:
* Writing community based business plans, focusing on cash-flow projections for individuals and co-operatives are cooperatives better from a cash-flow perspective?
* sustainable harvest refresher
Session twelve:
·Future possibilities workshop.
·Questions, answer, recap discussion. Participants will select which areas of field school they feel want more time on.
Within each activity, farmers are facilitated through the process of self discovery, in a sense reinventing traditional forestry and farming practices and technology in a context that the farmer understands and internalizes.
Please send CVs to ariefindobamboo@gmail.com by 5pm 20th September.
Starting date for work is September 28th.
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