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PNG University of Natural Resources and Environment (PNG – UNRE), By Willie N. Maso, Lecturer Crops Science
 

PNG University of Natural Resources and Environment (PNG – UNRE), By Willie N. Maso, Lecturer Crops Science

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Presentation For the Science for Impact- Building The Critical Mass. Workshop Facilitated by CTA and Jointly Organized by UNRE, NARI and USP School of Agriculture and Food Technology, Samoa...

Presentation For the Science for Impact- Building The Critical Mass. Workshop Facilitated by CTA and Jointly Organized by UNRE, NARI and USP School of Agriculture and Food Technology, Samoa

Theme 3. Producing the Kinds of Graduates Required.

Willie Maso presented papers describing how the University of Natural Resources and Environment (UNRE) programmes enable students to acquire the skills and confidence to manage available resources to the extent of managing their own or community farming enterprises. The emphasis is on student participation, hands-on involvement and responsibility. This echoed the Vice Chancellor’s theme of training for job creation, not just training for a job. So far UNRE does not have the problem experienced elsewhere of attracting good students into agriculture and fisheries

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    PNG University of Natural Resources and Environment (PNG – UNRE), By Willie N. Maso, Lecturer Crops Science PNG University of Natural Resources and Environment (PNG – UNRE), By Willie N. Maso, Lecturer Crops Science Presentation Transcript

    • Presenter: Willie N. Maso Lecturer Crops Science PNG University of Natural Resources and Environment (PNG – UNRE)
      • Outline:
      • Title
      • Introduction
      • What Agriculture is in PNG’s Society?
      • PNG UNRE Teaching Philosophy
      • Teaching and Learning of new Agricultural Scientific Knowledge
      • PNG UNRE Teaching and Research Perspective (SWOT)
      • Conclusion
    • Title: The Making of an Agricultural Graduate Part One Introduction: To train a graduate to be able to learn and apply the basic principles of practical skills of scientific knowledge effectively in whatever the industries that is related to his/her field of study. ?
    • Able to be employed by various industries in meeting the needs of those stakeholders by means of diversifying renewable natural resources to increase and sustaining crop production and income. Be as an advocator within the community (rural/urban). To effectively provide technical assistance to rural and urban population by increasing food and cash income and thus reduce poverty.
      • What Agriculture is in PNG’s Society?
        • Employment of 75% of workforce than any other sector in Papua New Guinea.
        • Productivity improvements would generate surpluses that would help farmers to shift from subsistence to cash economy.
        • Agricultural productivity in PNG is yet well below the potential target.
    • Agriculture in Papua New Guinea
      • What Agriculture is in PNG’s Society?
        • Provision of significant proportion of net export earnings.
        • Most important source of employment and income for the large majority of the population.
        • In 2007, the national government approved the National Agriculture Development Plan to assist growth in the agriculture sector – funds allocated for maintenance and transport infrastructure sector to boost productivity.
    • PNG University of Natural Resources and Environment Teaching and Training Partnership
      • Research Institutions – PNG CCI, NARI & CIC
      • Public sectors – NAQIA, DAL & DPI
      • Financial Institution – Rural Bank of PNG
      • Private Sectors – NBPOL,
      • Others – Private sectors and NGO
    • Effective and Appropriate Learning, Teaching and Research For Example Participation of Students : Life Long Learning Scientific Knowledge and Skills on Agricultural (Food & Cash Crops) Farming Practices PNG University of Natural Resources and Environment Teaching Philosophy Innovative Approach Model
      • Students are trained and be able to know about different type of crop species, ecological conditions and agronomical practices for sustainability of crop growth and production to meet industries needs.
        • Introduced and indigenous crops.
        • Certain species are suitable to lowlands and highlands regions.
        • Certain species are; Annuals, Biennials and Perennials.
        • Seasonal and non-seasonal bearing habits.
        • Required different level of crop agronomical and husbandry practices.
        • Pre-harvest and post-harvest techniques varies in accordance to crop specie.
      Teaching and Learning of new Agricultural Scientific Knowledge and Skills at PNG UNRE
    • PNG University of Natural Resources and Environment Teaching and Research Perspective (SWOT)
      • Strength :
      • Despite limited resources the university is capable to continue graduating diploma and degree students.
      • Weakness :
      • Inadequate funds (National Govt and other donor agencies to facilitate the teaching and research needs.
      • Human resource development – under and post graduates trainings.
      • Opportunities :
      • More interaction with other stakeholders as partnership in molding the graduates.
      • Create a center of attention to Pacific Island countries to enroll their students at PNG UNRE .
      • Threats :
      • Natural disaster for example volcano eruption.
      • Producing more number of students with limited employment in public or private sectors.
    • Conclusion: Training of our graduates to appreciate the importance of Food and Cash Crop Production in compliance to this dynamic model . Crop Growth & Production Crop Products Increase Income for poverty alleviation Food and nutritional security Environmental resilience
      • Global challenges of millennium development goals and UN conventions;
      • Improve human welfare
      • Alleviation of poverty
      • Reduce environmental degradation
      • Biodiversity- diversify and increase renewable resources.
      • Sustainable rural development
    • End of Part One Presentation Thank you all
    • Approach Model Curriculum Block Teaching Mode Year of Study (1-4 in Tropical Agriculture) Year One (DTA) Year Two (DTA) Year Three (DTA & BTA) Year Four (BTA) Practical Application Practical Application Practical Application Theoretical Application Public Sectors Farmers Private Sectors NGO
      • General constraints:
        • Lack of extension outreach programs
        • Lack formal and informal trainings
        • Land tenure system in our society
        • Time poorly manage
        • Labour shortage
        • Poor health
        • Poor or no road network
        • Transport unreliable
        • Poor handling
        • Market linkages
        • Inadequate funds
        • Limited improved cultivars
        • No commercial distribution of planting material
        • Poor ecological conditions
        • Incidence of pests and diseases
      Food and Cash Crops Production Limitations
    •  
    • For example Media Pasteurization and Tray Filling Procedures Top soil Chicken Manure Aging Sawdust Media Mixing Media Sieving Media Pasteurization Tray Filling Tray Leveling
    • Seed Sowing Procedures
      • These includes:
      • Trays alignments
      • Watering
      • Holing
      • Seed sowing
      • Seeds covering
    • End Product: Healthy seedlings at 4-5 weeks old ready for field transplanting Chinese Cabbage Pak Choi var. English Cabbage KK Cross var. Capsicum Yolo Wonder var. Tomato Poly Red var. Silver Beet Forkhook var.
      • Sustainable Vegetable Crop Production Practical Application:
      • Land preparation
      • Field marking
      • Beds construction
      • Crop planting
      • Crop management (lettuce)
      • Crop weeds, pests and diseases control
    • Experimented vegetables on raised beds by Year Two students
    • Year Two Cocoa Project Block: Control of Cocoa Pod Borer (Conopomorpha cramerella )
    • Students on Field Excursion to Ulaveo Cattle Farm – Kokopo/ENBP Students partake in the Artificial Insemination of two wet cows