INFORMATION DOCUMENTS : (continued)

HOW TO TRAIN EXTENSION WORKERS

by

P. Raimondo
responsable de la formation
Opération Pêche, Mopti
Service des Eaux et Forêts
Mali

1. INTRODUCTION

General training problems and objectives

It is relatively easy to train technicians in a specific field, especially if there exists a particular environment to be assisted. At a pinch, the traditional type of education in the form of a flow of knowledge from teacher to student may be sufficient for the job. But training men by sometimes asking them to repudiate their habits and customs appears to be much more difficult. The difficulty lies not so much in the elaboration of a programme but rather in the definition of the qualities to be acquired, that is to say in explaining the objectives of real training and in the way of accomplishing it.

These objectives must be grouped in two fundamental requirements:

• arousing the spirit of creation and invention to engender an authentic spirit of enterprise; and

• supplying the means of effective action by changing behaviour and providing a definite body of knowledge.

2. AROUSING THE SPIRIT OF CREATION AND INVENTION

Africa astonishes people by the power of creativity in many fields, especially in the arts (music, dancing, sculpture, etc.) and in human relations, and if one speaks of underdevelopment, this applies to economic and technical life.

Africa has never invented the wheel, it is said, in the sense that technical inventions have always remained at an extremely low level. It would seem that Africans have never known how to dominate surrounding nature, and perhaps have never wanted to master it. The result is a weakness of practical resources and a mentality oriented more toward the idea of survival, defence, and tradition than toward an idea of change and progress.

The techniques enabling an individual or a group to get ahead beyond surviving and procreating to perpetuate the race or tribe have been mainly a foreign contribution assimilated to a greater or lesser extent but hardly made a part of one's own inner being. Trainees ought not to be provided with ready-made European solutions, not only because they may not be suited to African reality, but above all to develop creativity, imagination and inventiveness as far as possible.

2.1 Creating

Turning extension workers into “creators” would seem to be the fundamental objective. To this end, suitable teaching methods must be applied. Traditional magisterial teaching has to be discarded. The trainees' intelligence, imagination and faculty of observation must be constantly stimulated. As these extension workers have to play a specific role in the face of rapidly changing population groups, instructions and structures, efforts must be made to help them to adapt themselves without letup.

If ready-made techniques are suggested to solve all questions, it is quite natural that the extension workers, prisoners of imposed (albeit excellent) patterns, are incapable of inventing solutions that can really cope with the situations facing them.

For this purpose, “inquiry tables” may be used. Before sending the trainees to work in the field and to obtain the best results, there is a choice between two solutions:

• trainees can be provided with such tables made by the teachers, in line with their technical competence and knowledge of the subject; or

• the trainees are told to make the tables, which will be highly imperfect, according to their own needs and ideas and to use and experiment them in the field.

If the training course is aimed at providing the fullest and most accurate information possible (information necessarily “deciphered” by others), the first solution will certainly have to be chosen. But if the aim is to train men capable of creating their own tools later on, they have to be told to produce the instruments of work, helping them and correcting the most serious mistakes. These tools will certainly be imperfect, but they have the advantage of having been made by the trainees themselves.

But creating does not necessarily mean that everything has to be invented. It may also mean adapting what has been done elsewhere. The construction of instruments by the trainees is not only an end in itself but also an exercise. By asking them to discover or rediscover, create or recreate without letup the things that are obvious to the teachers, they are gradually led to check opinions on facts and solutions provided by the “group” or by foreigners, to criticize, judge and, finally, to propose instruments and ideas capable of solving problems raised by development needs.

2.2 Observing and analysing

To induce trainees to create, it is important to begin by forcing them to observe: field visits should be directed mainly toward this objective. Teaching methods and study subjects must be the means for objective observation and analysis; they include discussion meetings, surveys, construction of tables with mutual criticism, evaluation, examination of knowledge, mathematics and accounting, fisheries, mechanics, etc.

Constant application of those methods and active teaching of subjects on the basis of local realities should gradually enable the future extension workers to pass from the position of being dominated to mastery in relation to nature and the human environment. In this way, new groups can be built little by little on new bases, apart from those of family, ethnic group or race.

2.3 Comparing

Trainees can make comparisons only when the environment is grasped and analysed in its entirety and when such understanding has been interiorized. Comparison is possible only with something that is known.

Now, teaching often tends to regard things as being known which, in fact, are not known at all. Comparison then takes place before passive spectators who do not actually participate in the work at hand and fail to profit by it because they have no points of reference. Once knowledge of the environment has been assimilated, the teacher can bring up the local conditions of fish preservation; he can show that there are others and describes them as precisely as possible. Comparison then is a matter of course, and in the end it is up to those concerned to say whether new methods should be adopted as they are or whether they could be adapted to local conditions.

2.4 Questioning values

However, comparison is fraught with danger. Improperly conducted, it can be made only to the detriment of what existed before. This is all the more dangerous as most trainees live in a daily contradiction.

- “If we want to develop ourselves, if we wish our country to make progress, we must destroy the values of the past - customs, habits, traditions, etc., which are genuine values but hamper development.”

- “We are about to lose what makes up our originality. The invasion of foreign ideas, cultures, methods, and ways of thinking is alienating us from ourselves more and more.”

In the face of this contradiction, it is necessary to show clearly that development is and will always be a matter for the trainees. By continued critical observation, they should be led to discover the values of their own civilization. This is an extremely delicate job. But if it could not be done successfully, one would risk creating serious tensions in people who failed to interiorize the knowledge just acquired.

For successful action, it would at first appear necessary to bring up and clarify the “contradiction” (for example, during discussion meetings). But one has to acknowledge a basic truth - the teacher, too, is teachable; he, too, has to learn something from the students. This is not merely an outward or pedagogic attitude which would be quickly resented by the trainees and rejected as hypocritical. It is a profound attitude signifying real expectation.

Once the authentic values have been discovered, it can be shown that in this field, too, there are other scales of value. Comparisons are made with mutual enrichment. The relationships taught undergo changes. Technical instruction is accepted.

3. PROVIDING THE MEANS OF EFFECTIVE ACTION

This spirit of creation and invention can only become active if the means of effective action are provided. In addition to learning techniques, they include the discovery of profound realities and training in new habits of thinking.

3.1 Causality

Trainees should be stimulated to link one phenomenon to another before expressing a subjective opinion on each of them.

Few students see any relationship between production and consumption. However, abstract explanations should be avoided. Teachers should always refer to realities and base their explanations on facts concretely observed in the course of field visits. Daily life should always be the source for explanations of theory and principles.

3.2 Responsibility

The fact that a sense of personal and collective responsibility is not strongly developed is probably due to an expectation of solutions found by others, especially by persons of higher rank (“rank” is one of the most important values). Nevertheless, it cannot be said that there is no personal ambition, but it usually tends toward possession of goods rather than toward the idea of guiding men and of being responsible for them.

It would be difficult at the beginning of the training course to instil the idea of responsibility in the trainees. It would be better to emphasize this point toward the end of the course. This can be done by a series of questions at discussion meetings, one of the important aids in active pedagogy.

Thus, one can help the trainees discover the problems of fish conservation, hygiene, malnutrition, etc., have them realize that solutions and reforms are necessary, and ask them what each of them can do, personally and with his family, to solve the problems. It is important that each trainee should correctly pose the problem of his responsibility so as to be able to solve it. The closing days of the training course should be devoted to such exercises in all fields, including the technical ones.

3.3 Risking

The idea of “assuming responsibility” is bound up with the idea of “taking risks”. Feeling secure in their group, Africans must make considerable efforts in this respect. Those who accept the idea of taking risks already are bent on innovation.

The reward of taking risks and the benefits derived from innovation are not only of an economic nature, but represent a gain in the social sphere (development of one's personality, social betterment).

3.4 Technique

Training officers should help the trainees discover technique on the basis of the things observed and experienced in daily life. Technique should be presented as a tool for creating new riches, as a means to an end, not as an end in itself. Teachers should describe its limits lest it appear as a panacea. Technique should be viewed as the result of determination to achieve progress and as an instrument of such determination.

3.5 Instructors (“animateurs”)

A definition of sound training and of the kind of man to be trained calls for a description of the instructor. Two qualities would seem essential in this respect:

• He should be able to reveal the students to themselves and to their environment. Rather than imposing his own ideas and methods on men who are ill prepared to receive them, he must help them gradually to discover what they really are, what surrounds them, what they could become, not what they should be.

• He should accompany them in their progress rather than precede them to show them a way he himself does not know well. It is up to them to make all intellectual and practical steps, not up to him to give a brilliant demonstration of his knowledge. When they experience difficulties, they can turn to the man accompanying them and ask him to help them with his technical and human competence.

If the instructor is really at the service of the students trained by him - not only in the normal sense of the word - and if he leaves them a large measure of creative freedom, he may be certain of their human and technical qualities.

MEMO FOR THE INSTRUCTOR (“ANIMATEUR”)

by

P. Raimondo
responsable de la formation
Opération Pêche, Mopti
Service des Eaux et Forêts
Mali

1. SCHEDULE

Although some dates are subject to change, it is useful to fix reference points from the start:

2. ORGANIZATION OF INSTRUCTORS' TEAMS

2.1 Teaching methods

Three teaching methods will be applied for the second promotion of field assistants:

1. Didactic courses

   The course is prepared by the instructor and its details are distributed to the trainees in advance (copies). The trainees speak about the subjects, with the instructor intervening whenever necessary.

2. Guided discussions

   The course is based on the trainees' knowledge and built up by them, with the instructor's help.

3. Practical exercises

   The courses are based on practical demonstrations stimulating the trainees' interest.

The table below gives a breakdown of the training period by teaching method:

2.2 Assignments

The table below shows the instructors' assignments:

2.3 Meetings

In addition to assignments, a number of working sessions should be planned for the teaching staff to examine the knowledge acquired by the trainees, review operations and prepare further activities. The following meetings may be scheduled:

3. WORKING HOURS

Working hours are subject to modification in the light of the methods employed and the various techniques taught during the training course. But it would be advisable to fix daily working hours for the first phase (see Annex 1); the trainees will be informed in time.

ORGANIZATION OF THE FISHERY INDUSTRY IN MALI

by

Andrew Szabo, FAO Expert

1. BASIC DATA

It has been decided to develop fisheries in Mali and three things are needed for the project - recruitment and training of personnel, provision of material, and organization of a programme. It must also be remembered that three elements - collection, preservation and marketing - are closely linked.

Regular collection strengthens supplies of raw material for the processing industry, with a chance of survival and progress for the project and for those who are engaged in development work and of financial security for the processing plant. If the processing industry can work throughout the year, the problems in connection with the discipline and technical know-how of personnel working in this field will be easily solved.

By ensuring regular market supplies through continuous production by the processing industry, it is possible to gain the confidence of local and foreign customers, thereby introducing Mali fishery products in international trade.

Collection: Points should be established along the river where fresh and salted basic products are collected and prepared for shipment to the Mopti plant. Investigations should be made for the setting-up of a manufacturing section for fish autolysate (Nuoc-Mam type) to exploit fish of lower quality.

Preservation and Processing: In view of difficulties in the marketing of fishery products and the fairly long period needed to organize a good marketing system which offers products within reach of the population's purchasing power, the following recommendations are put forward:

1. The first phase of activity of the plant should be oriented toward exports because the products made so far are appreciated and of good quality. It is therefore immediately possible to exploit them.

2. The first condition for success is the establishment of a cold chain with freezing facilities to achieve sustained, systematic and continuous activity of the plant.

3. Parallel to exports, it would be necessary to organize the distribution of cheap frozen fish by refrigerator shop-lorry between Mopti and Bamako.

The retail price of such fish must be below the meat price so that low-income groups can afford to buy it. In major towns, shops with a minimum of equipment compatible with turnover should be opened along the lines of modern fish shops.

It must be remembered that food products are sold by small shops and that the low elasticity between supply and demand is strained by a multiplicity of middlemen between rural areas and sales in town. This causes price fluctuations and costs of traditional food in towns out of all proportion to the prices paid to producers. As for fish, this price squeeze is intensified by competition with meat which is relatively abundant and cheap.

2. PRESERVATION

In an effort to balance the population's food deficiencies and to increase protein supply in towns and rural areas, Operation Fisheries, in cooperation with the expert of the FAO project, has set up a fish-handling and processing station at Mopti and plans to organize the marketing of products from the station.

The latter plan is necessary as a means of education, personnel training and for studying the development of the national fishery industry. The development of small-scale industry in the country should be encouraged in every way because

1. it is an effective way of stimulating local enterprise;

2. it makes it possible to train traditional artisans in new techniques which meet the needs of the modern economy;

3. it helps solve the unemployment problem;

4. it contributes to solving the problems of inadequate financial resources, skilled manpower and technical and administrative know-how, and to expanding outlets.

Mopti has been chosen as seat of the fishery industry because

1. the town is the headquarters of Operation Fisheries with its staff and installations;

2. the fishery situation there is in many ways similar to that in the other regions;

3. all species of aquatic animals are present;

4. Mopti is an important centre of consumption and exports with communications to other parts of Mali and to other countries by road, river and air.

The station of industrialization is trying to diversify basic fish products:

Smoking

whole smoked “delicatessen-type” fillets
sliced Lates niloticus (“salmon substitute”) in plastic bags
sausages made from fish unmarketable in other forms

Canning

canned and sterlized fish, along the lines of tuna or sardines, without dressing, in oil or in sauce.

Soups

attempts will be made to produce concentrates for canned or frozen fish soup and bisque. The concentrates can certainly be sold abroad to manufacture soup cubes and canned soup.

Autolysates

in cooperation with the FINUMA plant of Abidjan, attempts will be made to process fish unusable in the normal fish trade. In this way, fishermen are to acquire the habit of delivering their total catches to the Mopti plant.

Protein Concentrate

fish granules with an animal protein content of 67 percent will be used for sauces or soups in areas where it is difficult to sell fish, and to fight malnutrition among children and old people.

It may be assumed that canning for the domestic market will be only a secondary activity of the country's industry so long as certain kinds of low-quality fish cannot be exploited and marketed. While fish makes a relatively modest contribution to the world's diet, it is an important source of animal proteins in Mali and has a considerable place in the population's diet.

3. STAFFING PROBLEMS

Inadequate qualification is a serious problem, with two aspects: difficulty in finding employees with training and experience needed for a specific task and a lack of managerial training and experience.

Ability, common sense and business acumen may often make up for a lack of recognized training in managerial techniques and methodic handling of business matters.

Nevertheless, it is always true that inadequate managerial qualification is largely responsible for inefficiency and waste in economic activities.

4. MARKETING

The importance of cooperative enterprise is an acknowledged fact. If this form of economic activity, which is highly appropriate to Africa's values and needs, is to be used effectively, efforts must be made to develop and improve cooperatives. One of the fundamental questions which determines the policy of improving marketing, is to find out to what extent the state should directly intervene in this field and to what extent it would have to seek to promote the establishment of cooperatives, private companies or mixed enterprises.

In general, one may choose among greatly different forms of organization, the essential factors being their efficiency and contribution to development.

For perishable commodities, which are difficult to classify or which call for a special promotional effort on world markets where they face keen competition, the initiative rests mainly with private enterprise.

The future expansion of exports will largely depend on the country's ability to establish types of enterprises that meet the requirements of this sector.

An important problem in the development of Mali's fisheries is effective liaison between the small producer and the big distribution systems. The development of cooperatives is one of the logical means of improving the situation. To be sure, it takes time for a cooperative to gain the necessary experience; such groups cannot develop properly in a hurry. The movement must gradually become a part of the social structure and develop dynamism and traditions little by little.

The authorities may wish to expand central control over the national economy so that resources can be directed more effectively toward accelerated development programmes. A marketing board might reduce difficulties in implementing government and administration policy which would arise if trade were left entirely in the hands of private enterprise. Such a policy would have the advantage of facilitating the application of price policies, collection of tax revenue, as well as control over foreign exchange and business profits. In foreign trade, another economic consideration may come into play - the impact of unified national supply on foreign markets whereby a considerable volume of domestic products could be sold every year.

The main purpose of a marketing board would be to improve the producers' economic situation, to develop production as a whole, to protect the consumer, and to raise export income.

Other aims might be as follows:

to obtain funds for the promotion of sales, research, and extension work;

to improve marketing organization and methods by standardizing packaging;

to increase the volume of operations by supplying all installations needed for marketing and processing;

to protect producers and consumers against sharp price fluctuations at home and abroad.

5. CONCLUSION

Fisheries are playing an increasing part in the context of Mali's economy.

A sector with an annual turnover of hundreds of millions of Mali francs cannot be neglected but must be encouraged. Neither for the authorities nor for those involved would it be useful to leave the road taken so far. Materially and psychologically, it would be a death blow if no policy of encouragement were followed. A whole series of initiatives has been taken, such as boatyards, a mechanical and maintenance workshop, a training centre, and equipment. All this is gradually transforming small and medium-sized centres of fishermen, which in the past often stagnated in extreme poverty, into areas of trade expansion and social progress.