Jesus C. Fernandez & Per G. Rudebjer

…because agroforestry matters in regional development established in 1999 funded by hosted by 94 member institutions from Indonesia, Malaysia, Laos, the Philippines, Thailand, and Vietnam

To help improve agroforestry education, training, research and extension, and contribute to socioeconomic development, empowerment of farming communities and sustainable natural resources and environmental management in the Southeast Asian region SEANAFE’s Mission …because agroforestry matters in regional development

 Curriculum development and defining minimum standards for agroforestry curricula  Teaching materials supply, development and translation  Capacity building  Policy advocacy  Facilitate linkage between education and research  Sharing of information resources & communication  Resource generation and mobilization  Support to national network management

SEANAFE’s 3 Project Themes Markets for Agroforestry Tree Products (MAFTP) Agroforestry Landscape Analysis (AFLA) Enhancing Forest Policy Education (EFPE) …because agroforestry matters in regional development

MAFTP & AFLA Project Objectives Improve the content of agroforestry education programs in SEA universities and colleges Improve teaching capacity of agroforestry lecturers and quality of graduates

…because agroforestry matters in regional development MAFTP & AFLA Project Framework 5 Country case study reports 5 Country teaching case study materials Workshop to share & draw case study lessons Common issues & concerns distilled Training & planning workshop Conduct of country case studies Inputs Intermediate Outputs Final Outputs Short-term: Application of teaching case study materials in existing relevant AF courses Mid term: More curriculum development and reviews of AF courses to incorporate MAFTP and AFLA themes Long term: Offering of MAFTP and AFLA as separate AF courses in SEANAFE institutions Translation & In-country trainings Mainstreaming of Project Outputs for Educational change / impact 1 Curriculum Framework At least 100 trained lecturers & 1 teacher’s guide in different languages

…because agroforestry matters in regional development Project Activity Flow Phase 1Phase 2 1 st Country Team Regional Training and Planning Workshop Conduct of National Case Studies 2 nd Country Team Workshop (Sharing of Case Study Outputs and Drafting of Curricular Framework & Teaching Materials) Development and Finalization of Case Study Materials National Scaling Up (Translation and production of teaching materials and conduct of in- country trainings) Main- streaming Project Outputs and Impacts 1 week6 months1 week5 months 4 months At least 3 months

…because agroforestry matters in regional development Why the “Case Study Approach”? Problem-centered: being interdisciplinary, highlighting real situations, and engaging learners to think more critically about the subject matter. Broad field-centered: several separate concepts relating to the subject matter are considered and converged into one interdisciplinary framework

…because agroforestry matters in regional development Forming the “Right” Country Teams Team Criteria: Gender representation Related expertise on the subject matter Participation of younger lecturers Members’ Qualifications: Engaged in AF teaching/research Good oral & written English Availability during the project

…because agroforestry matters in regional development 1 st Country Team Training & Planning Workshop Level off knowledge & experiences; provide updates on subject matter Identify students’ competencies requirements for drafting the curricular framework Guide country teams to finalize case study topics & proposals Formulate effective project working arrangements & schedules for both SEANAFE and the country teams

…because agroforestry matters in regional development Conducting the Case Study Country Case Study Progress Reports First Draft Final Case Study Report 5 months Peer & Expert’s Review during 2 nd country team workshop/Coordinators’ Meeting e-supervision from SEANAFE & experts from partner agencies

…because agroforestry matters in regional development Developing the Curricular Framework AFLA Phase 1 Phase 2 MAFTP Identification of competency requirements of students Conduct of country researches on the subject matter Analyses of research results and identification of general issues & concerns Categorization of Issues & Concerns into key themes Consolidation of key themes into curricular framework Consolidation of key themes into curricular framework Inductive manner Identification of key themes into curricular framework Conduct of country researches with key themes as guide elements Review of competency requirements and key themes vs. research issues & concerns Finalization of Curricular Framework Deductive manner

…because agroforestry matters in regional development Developing the Teaching Materials Country teams developed teaching framework based on research results Consultant formulated case study materials out of teaching framework Country teams reviewed the case study materials & filled info gaps required by consultant Consultant revised study materials based on feedback from country teams SEANAFE packaged the case study materials MAFTP AFLA Country teams drafted the case study materials based on research results Consultant edited & commented on the draft case study materials Country teams filled info gaps required by consultant & revised the case study materials Consultant reedited & revised versions of case study materials SEANAFE packaged the case study materials

…because agroforestry matters in regional development For translation of the teaching materials consensus on the key curricular themes peer- review & familiarization with the teaching case study materials Coordinators’ Meeting For conduct of in-country trainings consensus on in-country training design orientation on practical tips to organize & implement in-country trainings

1. Agroforestry Situationer in Southeast Asia 2. Sustainable Production, Trade and Consumption of Agroforestry Products 3. Value Chain and Enterprise Development for Agroforestry 4. Enabling Environment for Agroforestry Marketing

1. Introduction to Agroforestry Landscape 2. Characterizing Agroforestry Landscapes 3. Drivers of Land Use Changes 4. Tools, Methods, and Approaches in Agroforestry Landscape Analysis 5. Planning and Managing Agroforestry Landscapes

In-country Trainings Country MAFTPAFLA No. of Trainees No. of Institutions No. of Trainees No. of Institutions Indonesia Laos Philippines Thailand Vietnam Total About 180 action plans produced to mainstream project outputs & experiences

Mainstreaming Project Outputs Country No. of Institutions for MAFTP No. of Institutions for AFLA Indonesia4 2 Laos2 2 Philippines5 2 Thailand5 0 Vietnam1 2 Total178 Outputs: MAFTP & AFLA themes integrated in existing courses MAFTP & AFLA complete lecture notes/course syllabus developed Offering of MAFTP as elective course

Expertise, commitment quality & working dynamics of team members are critical, thus appropriate selection mechanism must be implemented As case study approach/ writing and peer-based learning are not common to all team members, more technical backstopping, personal team mentoring, & monitoring must be provided

The ‘right” in-country training participants can ensure effective mainstreaming of project outputs Availability of a teacher’s guide makes integration of subject matter into existing courses much easier. Outputs can be produced either by inductive or deductive process but the latter appears to be a more practical option

Some Challenges Differences among SEANAFE member institutions in agroforestry course and program offerings Institutional support and full recognition of the project approaches by SEANAFE member institutions Relatively high cost requirement to generate the outputs and outcomes Level of familiarity and readiness of lecturers to adopt the case study approach in their teaching Availability of other case study and reference materials in SEANAFE countries on the curricular framework themes …because agroforestry matters in regional development

Thank you for your attention.