Implementing guide for planting, replanting and tree diversification in cocoa systems

Peer Revie

Assessing Potential Impact of a Farmer Field School Training on Perennial Crop in Cameroon

This study is an attempt of the combination of multiple data sources referring to the same time period and to the same farmer population, it aims at assessing the potential impact of a cocoa Farmer Field School Training on Integrated Pest Management in Cameroon. Using a combination of a latitudinal and a longitudinal comparison, the results indicate that FFS-trained farmers have significantly more knowledge about crop husbandry practices than those in the non-participant comparison group. A 32% production increase and 45% income increase relative to the non-participants was estimated in the latitudinal analysis. The longitudinal comparison is showing significant adoption rates of 94, 93, 90, 66 and 35 % respectively for shade management, phytosanitary harvest, pruning, improved spraying practices and grafting of improved materials. There was a 47 % reduction in the frequency of spraying fungicides and a 17 % reduction in the number of sprayers applied per treatment following the implementation of the training. Labour inputs increased significantly for pruning, phytosanitary harvest, and shade management but decreased for spraying. A partial budget analysis reveals that the IPM practices lowered overall costs of production by 11 % relative to previous practices. The two different analytical tools (longitudinal and latitudinal) are convergent in their results, showing more evidence about the higher potential impact of the farmer field school training on the restructuring process of the cocoa sector in Cameroonintegrated pest management, farmer field school, adoption rate, Agricultural and Food Policy, Community/Rural/Urban Development, Demand and Price Analysis, Environmental Economics and Policy, Farm Management, Food Consumption/Nutrition/Food Safety, Food Security and Poverty, Land Economics/Use, Marketing, Research and Development/Tech Change/Emerging Technologies,

Expectations of and for Clerkship Directors 2.0: A Collaborative Statement from the Alliance for Clinical Education

This article presents an update of the collaborative statement on clerkship directors (CDs), first published in 2003, from the national undergraduate medical education organizations that comprise the Alliance for Clinical Education (ACE). The clerkship director remains an essential leader in the education of medical students on core clinical rotations, and the role of the CD has and continues to evolve. The selection of a CD should be an explicit contract between the CD, their department, and the medical school, with each party fulfilling their obligations to ensure the success of the students, the clerkship and of the CD. Educational innovations and accreditation requirements have evolved in the last two decades and therefore this article updates the 2003 standards for what is expected of a CD and provides guidelines for the resources and support to be provided. In their roles as CDs, medical student educators engage in several critical activities: administration, education/teaching, coaching, advising, and mentoring, faculty development, compliance with accreditation standards, and scholarly activity. This article describes (a) the work products that are the primary responsibility of the CD; (b) the qualifications for the CD; (c) the support structure, resources, and personnel that are necessary for the CD to accomplish their responsibilities; (d) incentives and career development for the CD; and (e) the dedicated time that should be provided for the clerkship and the CD to succeed. Given all that should rightfully be expected of a CD, a minimum of 50% of a full-time equivalent is recognized as appropriate. The complexity and needs of the clerkship now require that at least one full-time clerkship administrator (CA) be a part of the CD’s team. To better reflect the current circumstances, ACE has updated its recommendations for institutions and departments to have clear standards for what is expected of the director of a clinical clerkship and have correspondingly clear guidelines as to what should be expected for CDs in the support they are provided. This work has been endorsed by each of the eight ACE member organizations

Assessing Potential Impact of a Farmer Field School Training on Perennial Crop in Cameroon

This study is an attempt of the combination of multiple data sources referring to the same time period and to the same farmer population, it aims at assessing the potential impact of a cocoa Farmer Field School Training on Integrated Pest Management in Cameroon. Using a combination of a latitudinal and a longitudinal comparison, the results indicate that FFS-trained farmers have significantly more knowledge about crop husbandry practices than those in the non-participant comparison group. A 32% production increase and 45% income increase relative to the non-participants was estimated in the latitudinal analysis. The longitudinal comparison is showing significant adoption rates of 94, 93, 90, 66 and 35 % respectively for shade management, phytosanitary harvest, pruning, improved spraying practices and grafting of improved materials. There was a 47 % reduction in the frequency of spraying fungicides and a 17 % reduction in the number of sprayers applied per treatment following the implementation of the training. Labour inputs increased significantly for pruning, phytosanitary harvest, and shade management but decreased for spraying. A partial budget analysis reveals that the IPM practices lowered overall costs of production by 11 % relative to previous practices. The two different analytical tools (longitudinal and latitudinal) are convergent in their results, showing more evidence about the higher potential impact of the farmer field school training on the restructuring process of the cocoa sector in Cameroo