Peace Corps appropriate community technology/Dryer Assessment and Modification

Session 17. Dryer Assessment and Modification[edit | edit source]

Total time:	4 hours
Objectives:	To identify and list assessment considerations for solar dryers
	To develop a solar dryer assessment plan
	To evaluate and assess a solar dryer
	To modify a solar agricultural dryer
Resources:	Attachment V-17, "Evaluation Checklist for Solar Agricultural Dryers"
Materials:	Newsprint and felt-tip pens, scales, thermometers, food preservation equipment, samples of dried food

Trainer Notes This session should be scheduled near the end of the solar dryer construction session (see phase calendar) when the construction groups have finished their solar dryers and have tested them for as long as time will allow (so that there will be a dried food product to assess).

Procedures:

Step 1. (5 minutes)

Present the objectives and outline the session activities.

Step 2. (20 minutes)

Have the participants develop an evaluation checklist for their solar food dryers.

Trainer Notes The checklist should include the following considerations: Type of food Time since harvest Special treatments (e.g., addition of salt or sulfur) Amount of food in dryer Time left to dry Climatic condition Temperature inside and outside of dryer Relative humidity (if known) Vent size and/or any changes in vent size Modifications during the drying time

Step 3. (15 minutes)

Distribute and review Attachment V-17, "Evaluation Checklist for Solar Dryers," explaining that it was developed in an earlier training program. Have the participants compare and contrast the checklists, making changes and additions.

Step 4. (1 hour, 50 minutes)

Have She participants form their construction groups and evaluate and modify their solar agricultural dryers, using the checklists.

Trainer Notes Point out that the most important aspect of this activity is the assessment process. The modifications should be done only if time remains after doing the assessment. As part of the assessment process, have participants prepare a written list of possible modifications and explain that this list will be used later as the basis for a presentation.

Step 5. (30 minutes)

Have the groups prepare to present their assessment findings and lists of modifications.

Step 6. (25 minutes)

Reconvene the groups and have them present their assessment findings and lists of modifications. Encourage questions, comments and discussion.

Step 7. (20 minutes)

Review and summarize the assessment and modification process and discuss how such assessments could be carried out in-country.

Explain that it is especially important that the community is involved in and understands the assessment and modification process in order to enable them to independently continue to develop and use solar agricultural dryers.

EVALUATION CHECKLIST FOR SOLAR AGRICULTURAL DRYERS

___ Compare to the local method for:

Quality

Speed (days to dry)

Ease of use

___ Culturally acceptable? (Meets an established need?)

___ Large enough?

___ Ease of maintenance?

___ What does it cost? (What is the mix of local and imported resources used?)

___ Design review accomplished? (Modifications to improve it; performance checks, such as air flow.)

___ Temperatures achieved? (Right temperature range? Adequate range of vent size openings?)

___ Simplicity? (Uses the least items to make, is understandable, does most easily the job which needs to be done?)

___ Suits the user population? (i.e., light enough for kids or women to move if that is required?)

___ Construction process? (How did it go? How to do it? Lessons learned? Problems/solutions? Time to build?)

Test Drying: "Dry Run"

___ Type of food

___ Treatment of food (slicing, direct or indirect sun)

___ Weight change

___ Time line (when things are put in, weighed, etc.)

___ Notes (i.e., bugs, leaks, etc.)

___ Climatic conditions (wind, clouds, fog, etc.)

___ Temperatures (ambient and at dryer-top outlet)

___ Vent sizes

___ Design changes during dry run (i.e., adjusting vents or orientation)

Session 18. Introduction To Cost Benefit Analysis (CBA)[edit | edit source]

Total time:	1 hour
Objectives:	To review and discuss the basic principles of cost benefit analysis (CBA)
	To determine the cost benefit of an appropriate technology
	To discuss how cost benefit analysis can be used in community development work
Resources:	Attachment V-18-A, "An Outline of Cost Benefit Analysis"
	Attachment V-78-8, "Sample Cost Benefit Analysis of Solar Cooler"
Materials:	Newsprint and felt-tip pens, pencils, paper

Procedures:

Step 1. (5 minutes)

Review the objectives and outline the session activities.

Step 2. (10 minutes)

Distribute, review and explain Attachments V-18-A and V-18-B.

Trainer Notes Carefully explain each major point on Attachment V-18A, referring participants to Attachment V-18-B for examples. Point out that the figures on Attachment V-18-B are intended only for practice purposes and not meant to reflect the actual costs.

Step 3. (30 minutes)

Have the participants solve two or three sample cost benefit problems.

Trainer Notes Ask that those participants who understand the formulas help those who are having difficulty. Encourage construction groups to prepare a cost benefit analysis as part of their final presentations.

Step 4. (15 minutes)

Conclude by discussing how cost benefit analysis can be used in community development work.

Trainer Notes Stimulate discussion by asking the following questions: What are the strengths ant weaknesses of CBA? To whom is CBA important? What information can CBA provide? Not provide? How would you explain CBA principles to people with little or no formal education? Can the formulas be simplified?

AN OUTLINE OF COST BENEFIT ANALYSIS

1. Opportunity Cost (fill in a definition in your own words)
2. Present Value (PV)

Problem: What is the present value (PV) of $100.00 of total benefits received a year from now?

If you receive an interest rate of S10% per year, then

PV (Present Value) + (PV x 10%) (Interest)= $100 or

PV ( 1.10) = $100 so

PV = $ 100/1.10 = $90

1. PV of a Project

In words: The present value equals total benefits minus total costs divided by one plus the interest rate.

Equation:<nowiki>; r = interest rate

For several years:<nowiki>; l = year of cost+ benefits

1. Steps for Determining PV of a Project

A. List all costs ant benefits (labor, materials, maintenance).

B. Adjust costs and benefits involving foreign exchange upwards by the foreign exchange multiplier.

C. Add up total benefits (B) and total costs (C).

D. Use equation to calculate PV or Net PV.

E. Compare options and choose project with highest PV (for 1 year) or Net PV (over many years).

SAMPLE COST BENEFIT ANALYSIS OF A SOLAR COOLER (Over one year)

	COSTS
	Equipment
1.	Lid:
	Paint	$.05
	Straw	.00
	Polyethylene (12 ft.² ), import/.60 x 1.5*	.90
	Tape, import .05 x 1.5*	.08
	Subtotal	1.03
2.	Innards:
	Base support	.50
	Cannister	1.00
	Metal restraints	.25
	Wood restraints	.00
	Various plugs	.70
	Subtotal	2.45
3.	Outer Container import, $10 x 1.5*	15.00
	Total Equipment	18.48
	Labor
	3 workers x 10 hours @ 50¢ per hour	15.00
	Annual Maintenance
	1. New paint	.05
	2. 10 minute adjustments per day x 50 ¢/hour x 365 days	30.40
	Total Annual Maintenance	30.45
	TOTAL COSTS	$63.93

 

BENEFITS
Food Loss Avoided
10¢ saved/day x 365 days	$36.50
Improved Health
5 fewer illnesses/year x($5 savings in medical costs + $28 in wages no longer lost)	165.00
Value of Cool Drinks
Cost of cool beer=$.50
Cost of warm beer=$.25
(.50-.25)x365 days	91.00
Additional Benefits
Value of time saved by cooking leftovers?
Increased straw?
TOTAL BENEFITS	$292.50

Interest rate = 10%

Wage rate = $4/day

Foreign exchange multiplier =1.5 

Session 19. Presentation of Solar Dryers[edit | edit source]

Total time:	2 hours
Objectives:	To give a presentation explaining the design, construction and application of a solar dryer
	To use effective facilitation skills and non-formal education techniques
	To evaluate the solar agricultural dryer phase
Resources:	Pett, Audiovisual Communications Handbook presentations
Materials:	As determined by the construction groups

Trainer Notes Two hours of preparation time was allotted for these presentations in Phase V: Session 10.

Procedures:

Step 1. (5 minutes)

Review the session objectives and procedures.

Step 2. (10 minutes)

Explain the basic format for each presentation and give participants a few minutes to decide among themselves how they will give the presentations.

Trainer Notes Prior to the beginning of the presentations, establish an order in which the presentations will occur, set time limits, name a timekeeper and allot time at the end of each presentation for questions and feedback. Explain that the basic format for each presentation should be: To set up any necessary materials, devices, visual aids, etc. To explain to the audience the role that they should be assuming, e.g., villagers, university professors, host country agency representatives, Peace Corps trainees, etc. To give the presentation To ask for questions or further clarification To ask for feedback regarding NFE techniques and facilitation skills

Step 3.(1 hour)

Have each group give their presentation.

Trainer Notes The feedback activity at the end of each presentation is important because it will help participants improve skills in facilitating presentations. Provide focus for this portion of each presentation by asking the following questions: What did you think was the most effective part of the presentation? The least? What NFE techniques were used? Was the audience invited to participate? Do you think the presentation was clear? Could it be used in a village setting in the Third World? What are some examples of effective facilitation skills that were demonstrated? What could have been done to make the presentation bet ter ?

Step 4. (30 minutes)

Have the participants regroup and give feedback regarding the overall solar dryer phase.

What do people think of solar dryers as an appropriate technology?

Step 5. (15 minutes)

Have the participants clean up the work area.

Session 20. Introduction To The Final Phase of The Training Program[edit | edit source]

Total time:	2 hours
Objectives:	To review and clarify the schedule and goals for Phase VI
	To discuss and clarify guidelines for preparing the final Volunteer in Development assignment
	To discuss and review the final technical skills assessment
	To review guidelines for presenting demonstrations
	To review guidelines for planning the Energy Fair
	To identify and list major tasks involved in preparing for the Energy Fair
Resources:	Attachment V-20-A, "The Role of the Appropriate Community Technology Development Facilitator: A Transition to Peace Corps Service"
	Attachment V-20-B, "Skills and Knowledge Assessment Sheet"
	Attachment V-20-C, "Demonstration Guidelines"
	Attachment V-20-D, "Guidelines for Planning the Energy Fair"
Materials:	Newsprint and felt-tip pens

Procedures:

Step 1. (10 minutes)

Explain the overall goals of the final phase of the training program and review the session objectives.

Trainer Notes Develop your remarks based on the following general points: During this phase, the participants will begin to apply the knowledge, attitudes and skills acquired during the training program in a manner that demonstrates a grasp of the training philosophy and goals. The final phase of training serves as an opportunity for the participants to reflect upon their progress and changes and to draw together the major themes of the program in a way that integrates the learning experiences that have occurred in the past weeks. They are urged to contemplate and digest what has been learned and are encouraged to work independently and in small groups. It is intended that the participants will be guided toward the development of individual styles and approaches that will assist them during the transition from training to Peace Corps service and will serve them well during their time overseas. Throughout the week, the participants will utilize the cognitive and physical skills they have gained to demonstrate an understanding of potentially appropriate technologies within the context of the social, cultural, economic and health considerations that exist in developing countries.

Step 2 (15 minutes)

Post and review the schedule for Phase VI and explain its major components.

Trainer Notes The major components of Phase VI can be outlined as follows: 1. A final Volunteer in Development assignment 2. An assessment of technical skills levels 3. The Energy Fair 4. Evaluations of both the Energy Fair and the overall training program 5. A final, written evaluation/recommendation regarding the participant's suitability for continued Peace Corps service (See Phase VI: Session 1) Write these components on newsprint as you are explaining them.

Step 3. (15 minutes)

Distribute copies of Attachment V-20-A, "The Role of the Appropriate Community Technology Development Facilitator: A Transition to Peace Corps Service." Review it with the group and encourage questions ant comments.

Trainer Notes In reviewing ant explaining Attachment V-20-A, you should stress the following points: The purpose of the assignment is to provide participants, the training staff and the in-country Peace Corps staff with a clear, thoughtful and concise description of the participant's perceptions of the role of an appropriate community technology development facilitator as it pertains to the individual jobs and country of assignment. Participants should share their perceptions and ideas with one another as they are completing the assignment. The deadline for submitting the final written assignment should be no later than the second day of Phase VI. This will enable the training staff to review them before the final interviews.

Step 4. (10 minutes)

Distribute and review Attachment V-20-B, "Skills and Knowledge Assessment Sheet."

Trainer Notes

Explain that the final assessment of technical skills levels serves: To provide a basis for judging the effectiveness of the training program in developing these skills by comparing it with the first assessment sheet prepared during Phase To provide participants, the training staff and incountry Peace Corps staff with a current assessment of specific skill levels Mention that this assessment should be completed and turned in along with the final Volunteer in Development assignment (Role of the Appropriate Community Technology Development Facilitator)

Step 5. (15 minutes)

Present a brief introduction of the purpose and general objectives of the Energy Fair. Encourage comments, questions and discussion.

Trainer Notes As an aid in developing this introduction, stress the following points: Festivals and fairs have always been important to community life. They provide a traditional time for people to gather share experiences, enjoy one another's company and learn about new happenings or innovations. In developing countries, the importance of community gatherings is apparent because festivals often serve as the focus of community activity for days -- or even months. The Energy Fair should be a good opportunity for participants to enjoy and learn from one another and from the larger community. The Energy Fair will provide participants with an opportunity to creatively demonstrate and use devices built during the training program, while emphasizing appropriate use of facilitation, communication and technical skills. The Energy Fair is essentially the participants' opportunity to use the "Skills for the Development Facilitator" as outlined in the manual introduction.

Step 6. (15 minutes)

Distribute and review Attachment V-20-C, "Guidelines for Planning the Energy Fair," and Attachment V-20-D, "Demonstration Guidelines." Encourage questions and discussion.

Step 7. (25 minutes)

Have the participants brainstorm a list of the major tasks involved in carrying out the Energy Fair.

Trainer Notes Mention such general task areas as: promotion, budget control, scheduling, setting up, music, games, demonstrations, etc.

Step 8. (15 minutes)

Conclude by reviewing the session objectives and encouraging any final questions regarding the activities in Phase VI.

Trainer Notes The evaluation of the Energy Fair and the overall program evaluation will occur on the final day of training. These activities are designed to require a volunteer facilitator from among the participants. In order to allow for sufficient preparation, select those facilitators at this time.

THE ROLE OF THE APPROPRIATE COMMUNITY TECHNOLOGY DEVELOPMENT FACILITATOR:

A TRANSITION TO PEACE CORPS SERVICE

Present a clear, thoughtful and concise description of your perceptions concerning your role as a Peace Corps Volunteer. Include the following points for consideration:

Your definition of appropriate community technology.

Your understanding of the Job or project to which you have been assigned.

The manner in which you have been prepared by this training program.

An honest appraisal of your skills in technical, cognitive and social areas.

The limitations you perceive in your abilities and in the potential job situation.

The ways in which health and nutrition training may facilitate your role as a PCV and as an appropriate community technology facilitator. technology facilitator.

Methods you will consider in order to encourage the active participation and inclusion of all community members affected by your project.

How your job or project may contribute to improving the - quality of life of the people affected.

Methods you plan to use for effective community involvement in the application of technologies and devices.

The description should be prepared carefully and should reflect your philosophy and current perspective on training and Peace Corps service. A copy of your paper will be given to you to take with you. It will be interesting to review it and compare it with your realities and job situation a year from now. Another copy of your paper will be sent to your in-country Peace Corps Director and will be considered as a component of your final evaluation.

SKILLS AND KNOWLEDGE ASSESSMENT SHEET

Indicate your level of experience in each of the following areas.

	None	Little	Average	A Lot
Carpentry
Plumbing
Use of power tools
Use of hand tools
Pedal power application
Solar water heater design
Solar water heater construction
Other (explain)
Using recycled materials
First aid or other health-related skills
Nutrition
Cross-cultural training or experience
Working independently
Coordinating the work of others/management
Neighborhood organizing
Coordinating meetings and facilitating
Teaching
Fund raising
Experience in small business ventures

What are the three most important technical skills you would like to learn?

What are the three most important non-technical skills you would like to learn?

GUIDELINES FOR PLANNING THE ENERGY FAIR

All participants should participate fully in the preparation and demonstration of devices and be responsible for food, fuel, water supplies and any other necessary materials.

Throughout the activities of the Fair, there should be an emphasis on the integration of the themes presented during training, including implications for:

1. Health
2. Participation of all community members
3. Concepts of adult learning
4. Global energy and development issues
5. Technical information transfer
6. Appropriate communication and extension skills

Information should be available to all guests and community members.

Music, games and food should be an integral part of the Fair.

A schedule of events should be developed and made available to all participants and guests.

The role of the training staff will be to provide guidance and advice. The program participants should have the opportunity to be responsible for all aspects of the Fair.

The first three days of the final phase will be provided for planning and preparation. During this time, final evaluations and interviews will also occur.

One of the major objectives of the Energy Fair is to provide an opportunity to competently use and demonstrate devices built during the training program while focusing on the use of appropriate facilitation skills and methods of communication.

DEMONSTRATION GUIDELINES*

From CHP/Guatemala

Purpose

It is very important that you have clearly in your mind the exact purpose of your demonstration. If your purpose is not clear to you, you will not be able to communicate it clearly to someone else.

The first thing you must consider in giving a demonstration is your audience. The following is a list of questions which should be considered when planning a demonstration.

1. How large is your audience?
2. Is there an optimum size?
3. What is the audience interest?
4. What is the audience age?
5. What is the audience's level of education?
6. How much does the audience know about the subject?

Key points:

1. If the subject of demonstration is new to the audience, can it be related to some experience or subject common to all?
2. Does implementing demonstration techniques involve financial or emotional risk to members of the audience?

Planning

Secondly, you should plan the procedure step by step to eliminate confusion, keep things moving smoothly, ensure correct results and, most important of all, know your subject matter.

1. You should limit the scope of the demonstration, so that it covers only one subject, can be covered well and is not so long as to lose the attention of the audience.
2. If the demonstration is part of a series of demonstrations necessary to convey a complete idea, try to include a minimum of material connecting it to succeeding demonstrations.
3. Be sure you have all the materials and implements necessary to do the demonstration. Do not rely on people to bring a necessary implement or material when they come to the demonstration. Have it ready beforehand. .
4. Will the villager have all the tools and materials necessary to implement what you have demonstrated? If not, can you help to obtain them?
5. Be sure you can handle the tools necessary for the demonstration sufficiently well to be credible.
6. How much work is needed to adequately demonstrate the process?
7. Know all technical terms necessary for the demonstration.
8. If the demonstration is new to you, do it by yourself once to be sure of steps, problems, etc.
9. Think about ways to reinforce learning (i.e., will it be necessary to work with each person who attended the demonstration on an individual basis? A repeat demonstration?

10. Think of ways to get people to come (for example, send word with school children, individual home visits, community notice).

11. You may want to keep a list of persons who attended the demonstration to help you remember who will need a follow-up visit and, if you are giving a series of demonstrations, to know who missed which demonstration.

Visual Aids

Visual aids can play an important part in a demonstration. A visual aid need not be a drawing. It can be a model, a finished product, a picture or a photo. Any visual aid used should be an integral part of the demonstration and not something which will be distracting in itself. The following are some questions to be considered when developing visual aids for a demonstration (since the meaning of visual aids" may differ from what you intend or to what villagers understand in their culture):

1. Does the demonstration require visual aids?
2. Can something else be used more effectively?
3. Do the aids need to be drawn?
4. Should they be drawn before or during the demonstration?
5. Is the audience acquainted with visual aids?
6. Is it simple enough to be understood?
7. Are you sure your picture conveys the message you intend in a cross-cultural situation?

Demonstration

If the demonstration has been carefully planned, the actual demonstration should go well.

1. Begin with a simple introduction, thanking the people for coming, particularly any community leader(s) present.
2. You may want to start the demonstration by getting the audience into a directed discussion which will lead to the realization of the need for or usefulness of that project, method or process which you are about to demonstrate. Or, if the underlying need or purpose is understood, a simple statement of the object of the demonstration should be given.
3. Explain preliminary layout of materials, tools, etc.
4. Work through steps according to your plan, explaining each step as you go. Thes is particularly important when the steps have a specific order
5. Have visual aids at hand so there will be no interruption while going to get them or taking the audience to a room to use the blackboard.
6. Ask if there are any questions after each step.
7. When you are finished, summarize the procedure.
8. Offer to help those willing to try what you have demonstrated. Set a specific date for individual help if the person shows sufficient interest.
9. Thank the people again for attending the demonstration.

A good demonstration consists of a well-defined purpose and a wetl-thought-out plan, taking into consideration the audience needs, interests, abilities and age. Careful use of visual aids can make the conveying of an idea much easier and clearer and a good plan makes things run more smoothly.