Case Study Approach in Region-wide Curriculum and Teaching Materials Development in Agroforestry Education in Southeast Asia

Jesus C. FernandezICRAF Capacity Building Specialist& SEANAFE Technical Adviser

…because agroforestry matters in regional development

Brief on SEANAFE Why the Case Study Approach Why “Markets” & “Landscape” as subject

matters Processes and Experiences Lessons Learned Challenges

…because agroforestry matters in regional development

SEANAFE’s MissionSEANAFE’s Mission

…because agroforestry matters in regional development

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 SEA region

…because agroforestry matters in regional development

Why the “Case Study Approach”?Why the “Case Study Approach”?

Problem-oriented: 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

Why Integrate “Markets” & “Landscape” Concepts

Why Integrate “Markets” & “Landscape” Concepts

…because agroforestry matters in regional development

• rapid socioeconomic & environmental changes in SEA

• Need to realize farmers’ full production capacities & gainful participation in markets

• Need to address bias toward supply than demand side

• Need to address environmental impacts of land use decisions & functions of entire landscape

• Need to provide students better insights on how AF markets impacts on livelihoods & landscapes

…because agroforestry matters in regional development

Project FrameworkProject Framework

5 Country research reports

5 Country teaching case

study materials

Workshop to share &

draw research lessons

Common issues & concerns distilled

Training & planning

workshop

Conduct of country researches

Interventions Interventions Intermediate OutputsIntermediate Outputs Final OutputsFinal 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

Educational change / impact

1 Curriculum Framework

At least 100 trained lecturers & 1

teacher’s guide

…because agroforestry matters in regional development

Developing the Curricular FrameworkDeveloping the Curricular Framework

AF

LA

AF

LA

Phase 1 Phase 1 Phase 2 Phase 2

MA

FT

PM

AF

TP

Identification of competency requirements of students

Conduct of country researches on the subject matter

Conduct of country researches on the subject matter

Analyses of research results & identification of general issues & concerns vs. competency requirements

Analyses of research results & identification of general issues & concerns vs. competency requirements

Categorization of Issues & Concerns into key themes

Categorization of Issues & Concerns into key themes

Consolidation of key themes into curricular framework

Consolidation of key themes into curricular framework

Inductive mannerInductive manner

Conduct of country researches with key themes as guide elements

Conduct of country researches with key themes as guide elements

Review of competency requirements and key themes vs. research issues & concerns

Review of competency requirements and key themes vs. research issues & concerns

Finalization of Curricular Framework

Finalization of Curricular Framework

Deductive mannerDeductive manner

Identification of key themes into curricular framework

Identification of key themes into curricular framework

…because agroforestry matters in regional development

Developing the Teaching Materials Developing the Teaching Materials

Country teams developed teaching framework based on research results

Country teams developed teaching framework based on research results

Consultant formulated case study materials out of teaching framework

Consultant formulated case study materials out of teaching framework

Country teams reviewed the case study materials & filled info gaps required by consultant

Country teams reviewed the case study materials & filled info gaps required by consultant

Consultant revised study materials based on feedback from country teams

Consultant revised study materials based on feedback from country teams

SEANAFE packaged the case study materials

SEANAFE packaged the case study materials

MAFTPMAFTP

AFLAAFLA Country teams drafted the case study materials based on research results

Country teams drafted the case study materials based on research results

Consultant edited & commented on the draft case study materials

Consultant edited & commented on the draft case study materials

Country teams filled info gaps required by consultant & revised the case study materials

Country teams filled info gaps required by consultant & revised the case study materials

Consultant reedited & revised versions of case study materials

Consultant reedited & revised versions of case study materials

SEANAFE packaged the case study materials

SEANAFE packaged the case study materials

“MAFTP” Curricular Framework “MAFTP” Curricular Framework

Theme 1: Agroforestry Situationer in Southeast Asia

Theme 2: Sustainable Agroforestry Production, Trade & Consumption

Theme 3: Value Chain Analysis & Agroenterprise Development

Theme 4: Enabling Environment for MAFTP

…because agroforestry matters in regional development

“AFLA” Curricular Framework “AFLA” Curricular Framework

Theme 1: Introduction to Landscape Agroforestry

Theme 2: Characterizing Agroforestry Landscapes

Theme 3: Drivers of Change in Agroforestry Landscapes

Theme 4: Tools, Methods & Approaches in Agroforestry Landscape Analysis

Theme 5: Planning & Managing Agroforestry Landscapes

…because agroforestry matters in regional development

Outputs of In-country TrainingsOutputs of In-country Trainings

Country

MAFTP AFLA

No. of Trainees

No. of Institutions

No. of Trainees

No. of Institutions

Indonesia 21 16 17 17

Laos 20 10 17 9

Philippines 28 28 29 26

Thailand 21 10 24 10

Vietnam 19 8 18 9

Total 109 72 105 71

About 180 action plans produced to mainstream project outputs & experiences

…because agroforestry matters in regional development

Lessons LearnedLessons Learned

• Expertise, commitment quality, working dynamics, & English writing skills of team members are critical

• Project activities interfere with work commitments of team members, thus, needs institutional support

…because agroforestry matters in regional development

• Team members’ unfamiliarity with case study approach limits peer-based learning

• Validation of research results is needed to address information gaps & inconsistencies & ensure quality of research outputs

Lessons LearnedLessons Learned

• Outputs can be produced either by inductive or deductive ways but the latter appears to be a more practical option for cross country comparison

• Availability of a teacher’s guide makes integration of subject matter into existing courses much easier.

…because agroforestry matters in regional development

Some ChallengesSome 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 attentionThank you for your attentionwww.worldagroforestry.org/sea/Seanafe

j.c.fernandez@cgiar.org