IPM Facilitators Manual PDF

Facilitator’s Manual
INTRODUCTION TO
INTEGRATED PEST
MANAGEMENT
Brussels
October 2008
www.croplife.org
CONTENTS
Course Outline 1
Introduction 3
Objectives of the Course 3
Course Duration, Location, and Sponsorship 4
The “Introduction to IPM Handbook” and the “Trainers Manual” 4
Training Method 5
Trainer Responsibilities 5
Pre- and Post-Course Participant Evaluation 6
Preparation of Training Notes, Visual Aids and Training Equipment 6
Activity Times 7
Trainer Notes 7
Handouts 7
Participants 8
Participant Details 8
Equipment 9
Checklist of Training Materials Required 10
II
CONTENTS
Session 1: Introduction to the Course

Pre-Course Trainee Evaluation
Basics of IPM – Part One
Session 2: Basics of IPM – Part Two
Session 3: Basics of IPM – Part Three
Session 4: Basics of IPM – Part Four
Session 5: Basics of IPM – Part Five
Session 6: Pesticides and Formulations – Part One
Session 7: Pesticides and Formulations – Part Two
Session 8: Toxicity, Health, and Safety
Session 9: Pesticide Application
Session 10: Environmental Aspects
Session 11: Post-Course Trainee Evaluation

Certificate Presentation
Course Closure
III
COURSE OUTLINE
Day 0
Participants arrive
Day 1
Session 1: Session 2: Session 3: Homework
0830 - 1030 1100 - 1300 1400 - 1610 assignment
- Introduction to the Basics of IPM Basics of IPM - What If?
training course - Part 2 - Part 3 Giving farmer
- Overall goals and - What is IPM? - Factors of good practical advice
course schedule - Benefits of IPM, crop management
- Pre-course evaluation How IPM is - Local alternative
implemented methods of pest
Basics of IPM
- IPM Circle management
- Part 1
- Why participants - External factors
- What is a pest?
need to know
- Local farmer
about IPM
pest management
practices - Introduction to IPM,
yield potential, crop
- Homework
management
assignments
- Agronomic factors
for a healthy crop
Day 2
Session 4: Session 5: Session 6: Homework
0830 - 1030 1100 - 1305 1400 - 1600 assignment
Basics of IPM Basics of IPM Pesticides and - First Aid
- Part 4 - Part 5 Formulations
- Biological control - Pesticide selection - Part 1
- Chemical control and dose rates - Dangerous tools
- Economic principles - Causes of failure of - Pesticide terminology
of pest management pesticide application - Pesticide
- Pest scouting and - Causes of pest classification
spray threshold levels resistance - Pesticide selection
- Decision making cycle - Identifying causes based on
of pesticide failure classification
- Homework -
Dangerous tools
Day 3
Session 7: Session 8: 1 Session 9: Homework
0830 - 1040 400 - 1600 1100 - 1300 assignment
Pesticides and Pesticide Application Toxicity, Health, - The environment
Formulations - Objective of and Safety
- Part 2 using a sprayer - Hazard,
- Pesticide formulations - Plant coverage, exposure, risk
- Advantages and droplet size, - How pesticides
disadvantages of volume of water enter the body
different formulations - Large and - Common ways of
- The pesticide label small droplets pesticide exposure
- Homework: Objective - Nozzles, sprayer - Harmful effects
of using a sprayer calibration, of pesticides
maintenance - Symptoms of
- Comparison of poisoning
sprayer types - First aid
- Protective clothing
Day 4
Session 10: Session 11: Free Time
0830 - 1035 1100 - 1300
Environmental Aspects or
Post Course Evaluation
- What is the
Participants Depart
environment
Certificate
- Sources of pesticide Presentation
environmental
contamination Course Closure
- Pesticide movement
in the environment
and sensitive areas
- Residues and
pre-harvest intervals
- Examples of
farmer practices
- Consumer protection
Day 5
Participants depart
2
INTRODUCTION
REMEMBER THAT GOOD PREPARATION WILL TAKE YOU MORE

THAN HALF WAY TO ACHIEVING A SUCCESSFUL COURSE.
This training course on Integrated Pest Management (IPM) has been prepared
by CropLife International. It consists of 11 Sessions of two hours each over
four days:
Session 1 Introduction to the Course

Pre-Course Trainee Evaluation
Basics of IPM – Part 1
Session 2 Basics of IPM – Part 2
Session 6 Pesticides and Formulations – Part 1
Session 7 Pesticides and Formulations – Part 2
Session 8 Pesticide Application
Session 9 Health and Safety
Session 10 Environmental Aspects
Session 11 Post-Course Trainee Evaluation
Certificate Presentation
Course Closure
Objectives of the Course

The overall objective of this course is to enable participants to understand
the underlying concepts and principles of IPM which are relevant to all crops.
The course is designed to be used in any area or region. In developing IPM
knowledge among the participants, course activities do not use crop or IPM
examples from specific areas, but rather call on participants (and the Trainers)
to select their own crops and situations as a basis for the activity. To help the
Trainers, some examples are given as background and as supporting material.
The main target groups of the course are pesticide retailers and agricultural
extension officers, although farmers could also be included.
There will be different levels of knowledge among the participants. However, it

is assumed that many will have only a vague idea of what IPM actually is and
how it is implemented. Because practical and effective IPM can have many
interacting factors, the course is designed to take participants slowly through
the explanations of IPM principles and concepts. For this reason, several
interacting topics may be introduced in a basic way in one session, and then
further developed as individual topics in later sessions.
3
INTRODUCTION
This is particularly so in Sessions 1 and 2. Trainers must bear this in mind, and
not allow discussions to become too detailed or technical on the first
introduction of a topic.
The objective is not to give participants an excess of technical details - these

should come later in training courses, such as IPM in specific crops, or sprayer
maintenance, repair, and use. After attending this course, participants should be
better prepared for later courses they may attend on crop production, and
better able to understand the reasons behind the IPM practices implemented in
those crops. They should also be better prepared to discuss and explain IPM
principles and practices to farmers, and to give practical advice relevant to the
farmer's situation.
Trainers should always keep these course objectives in mind during the
training sessions, and ensure that all topics are adequately covered.
Course Duration, Location, and Sponsorship

The full course takes 3 1/2 days. Some participants, particularly pesticide
retailers, may find it difficult to attend for this length of time. In this case, the
course can be spread over a longer period of time, such as one or two sessions
in a morning, afternoon or evening over several weeks. This will need to be
decided in collaboration with the participants prior to the course. If this
schedule is followed, the introductory activity of each session will be important
as a reminder of the results and conclusions of the previous session.
A suitable venue should be selected for the course. The facilities available at
the venue will partly depend on how the course is to be held in terms of timing
of the sessions. More facilities in terms of refreshments, and perhaps
accommodation, will be needed if the full course is to be held in one instance.
Local sponsorship may be obtained to help fund or organise the course, or

provide the venue. Such sponsorship should be acknowledged during the
course, and on the Certificate of Attendance presented to the participants at
the end of the course.
The “Introduction to IPM Handbook” and the “Trainers Manual”

Trainers should read both of these before starting any preparations for a course.
The Handbook contains all the necessary information required about the
principles of IPM. The Trainers Manual contains the Session details and
activities to be undertaken. However, all the contents of the Handbook and all
the necessary IPM information are not fully detailed in the session plans. It is
the responsibility of Trainers to ensure that all the information contained in the
Handbook is covered during the training course. The Trainers must plan in
advance for each session to ensure that all the information contained in the
Handbook is covered during the relevant session activities. In particular, they
should note the structure of the course and how topics are developed from
session to session.
4
INTRODUCTION
Trainers should also note that topics are not necessarily in the same order in
the Handbook and the training sessions. This is because topics are often
interlinked, and topics may be re-visited to further develop or place in
perspective in the training sessions.
Participants should only be given the Handbook at the end of the course,
together with their training certificate.
Training Method
The training method is participatory, and the role of the Trainers / Facilitators is
to create the conditions within the sessions that assist this type of learning. For
the course to be effective it is essential that the Trainers have the necessary
participatory training skills and experience. Two Trainers are required to give the
course, as they can divide session responsibilities between them, support each
other during sessions, and monitoring, coaching and evaluation of the
participants is more effective.
Trainer activities are specified during the procedures of each session. This is
deliberate, and does not question the skills or experience of the Trainers.
Activities are specified in this way so as to take course participants step-by-
step through the principles of IPM. Trainers are free to adjust activities to a
certain extent depending on local circumstances, but should not change the
structure of the course.
The training room should be laid out either with individual participant chairs, or
with 3-4 tables, in a semi-circle around the main flipchart. The room should be
large enough for participant groups to work separately and without disturbing
each other in group activities, otherwise an additional room will be needed.
Trainer Responsibilities
One person should be designated as overall course leader to be responsible for
the coordination, planning and conduct of the course.
The Trainers must have a meeting at which they can discuss the training
methods which have been summarized in this manual. They need to agree who
will deliver which sessions so that they are able to prepare for their particular
sessions and activities. Also where co-training (i.e. as a team) is involved,
Trainers should agree on how the procedures will be conducted, e.g., how
participants will be divided into groups and monitored.
5
INTRODUCTION
Pre- and Post-Course Participant Evaluation

Following the introduction to the course in Session 1, participants take a
pre-course evaluation to assess their existing knowledge of IPM, pesticides, etc.
This consists of a 25 question, multiple choice answer test. Exactly the same
test is given at the end of the course to assess how participant knowledge
has changed.
Trainers should mark the pre-course as soon as possible. However, the

evaluation results and the papers should not be given back to the participants,
nor should they be told which questions they got right or wrong, as they will sit
the same test at the end of the course.
Participants receive their results and both sets of papers after the Post-Course
Evaluation in Session 11 at the end of the course.
In certain countries, public announcement of the results could be sensitive to

participants. In these circumstances the trainers should use their local knowledge
to decide how best to present the results, if at all (e.g. average % change for the
whole group). It is important, however, that individual participants receive their
marked pre- and post-course papers so that they can self-evaluate their progress
as a result of the course.
Preparation of Training Notes, Visual Aids and

Training Equipment
After the Trainers have met together and agreed on "who does what",
individual Trainers can begin preparation of their training sessions, referring
to the Trainers Manual, the handouts included with each session, and the
participant manual.
All session handouts and the participant Handbook should be prepared and
duplicated well before the course.
Flipcharts should be prepared of the objectives of each session, to be used in

the session introduction, and referred to at the end of the session. Also, where
presentations are made it is useful to pre-prepare flipcharts with the main
points that can be referred to during the presentation.
Certain sessions require additional training equipment, such as pesticide

containers, gloves, or bottles of water. There is a check-list at the end of this
Introduction, but Trainers should note where such equipment is needed in the
course, and decide what they need to obtain and from where.
A display of IPM booklets and other material, e.g. pest and beneficial insect
identification charts may also be made available; these can be browsed by
particpants at coffee and lunch break. Material should be chosen that is
locally relevant.
The Trainers should have a meeting to make sure preparations are

completed on time and that all equipment, stationery, etc., is available 6
before the course starts
INTRODUCTION
Activity Times
The times given for each activity of a session are indicative, and are given
to help the Trainers when planning and running the session. However, they
are not fixed, and it may be found that with a more knowledgeable group of
participants some of the activities may be completed in less than the indicated
time. Conversely, on occasion more time must be allowed in order for
participants to thoroughly cover the topic.
Trainer Notes
Trainer notes are provided at various places in the Trainers Manual. These are
to provide additional assistance and direction for the running of the relevant
procedure.
Sample questions are provided in many Session activities. These are

suggestions, or indicative questions, only, and are intended to guide the trainer
in the type of questions to ask so as to stimulate discussion and ensure that
all aspects of the topic are covered and discussed. Other questions may be
required to achieve this - the trainer must facilitate the discussion and ask
these additional questions.
The provided questions are not fixed or the only questions that must be asked
of the participants.
Handouts
Session Handouts contain the basic information from each activity. They are
numbered, the first number referring to the Session number, the second to the
handout number of that session. They are intended both as reminder notes for
participants, and for Trainers to use as checklists during an activity to ensure
that all the topics are adequately covered.
In the Trainers Manual the terms 'present' and 'distribute' are used with regard
to handouts.
• 'Present' means give a short lecture to the participants on the contents of
the handout.
• 'Distribute' means pass out copies of the handout to participants.
Sufficient numbers of all Handouts for participants must be printed or

photocopied prior to the start of the course.
7
INTRODUCTION
Participants
Participants should be notified at least four weeks before the start of the
course. At this time they should receive detailed joining instructions:
• The course location and venue

• The dates of the course, and the date / time when they should
arrive at the venue
• An outline of the course and its objectives
• Information on accommodation, if this is to be provided.
• Any costs they may have to bear.
Participant Details
At the end of Session 1, a Handout is distributed for participants to fill out their
contact details. These should be returned to the Trainers as soon as possible.
The Trainers should prepare a single list of the information, and make sufficient
copies to be distributed to all participants on the last day of the course.
This contact list is intended both for the trainer's record of participant
attendance, and for networking between Trainers and participants following
the course.
Equipment
Using the checklist of training materials and equipment, note against each item
the name of the person / company that has agreed to loan it for the duration of
the course.
Fix a day for collection / delivery of all items.
8
INTRODUCTION
Checklist of Training Materials Required
1. Trainers manual and notes
2. Handbook on the Principles of IPM
3. Flipcharts
4. Marker pens
5. Masking tape
6. Cards
7. Glue sticks
8. Block notes
9. Pens / Pencils
10. File covers
11. Selection of pesticide containers / different types of formulations

of each hazard classification
12. Selection of labels of each hazard classification
13. Selection of pesticide data sheets / technical leaflets
14. Rubber gloves and other personal protective equipment (PPE)
15. Soap / water
16. Examples of different types of hand sprayers
17. Examples of different types of nozzles
18. Selection of illustrations of major insect pests, beneficial insects,

diseases, weeds
19. Pest management leaflets / booklets / recommendations
20. Any other suitable leaflets / booklets / recommendations available,

eg from pesticide companies
21. Scouting booklets, etc
9
1 INTRODUCTION TO THE TRAINING COURSE
Overview of the Session

The session begins with introductions between the Trainers and the Participants.
Following this, the course objectives and outline are presented, together with the
expected involvement of the participants in the different course activities. The
trainers then explain the remainder of the activities in the session.
Participants undertake a pre-course evaluation of their existing knowledge

through 25 multiple choice questions. Trainers must not give the papers back to
the participants as they will sit the same test at the end of the course. Sitting
the same evaluation test will enable the trainers to assess participants
increased knowledge of IPM as a result of the course.
The first full participant group activity is to brainstorm 'What is a Pest?' The
final activity is another brainstorming to examine local farmer methods of pest
management. This activity is to introduce the concept of non-chemical methods
of pest management and will be used as a lead-in to later activities.
The session concludes with two homework assignments, one for participants
to prepare for Activity 3 in Session 2, and one to complete a Handout of
contact details.
Session Objectives
By the end of the session, participants will be able to:
• Describe the overall goals of the training course, including what will
be expected of them in completing the course.
• Define what is a pest.
• State the different headings under which pest management methods
are categorised.
TOTAL TIME: 2 hours
1.1
Procedures
1. Introduction to the Training Program 15 minutes

Objective of the Procedure:
- To establish a friendly atmosphere between the participants, and between
the participants and the trainers.
Welcome participants to the first session of the training program. Introduce

yourself. Allow the participants a few minutes for each person to introduce
him / herself as follows:
• Name and position
• Place and description of work
• Number of years working in this position / place
• Their expectations from the course
2. Overall Training Program Goals 15 minutes

and Schedule
Objectives of the procedure:
- To ensure that participants are aware of the objectives of the course, the
structure, the schedule, the training methods to be used, and the
commitments required from participants.
Refer participants to the overall programme goals (bullet 3 below).

Say that:
• The course will explain the concepts and principles of Integrated Pest
Management relevant to all crops.
• It will NOT be a technical course
• After the course, participants will:
- Understand the underlying principles and concepts of IPM.
- Be better prepared should they attend other courses on production of
specific crops, and be better able to understand the IPM practices
implemented in these crops.
- Be able to discuss and explain IPM principles and practices with farmers,
and to give practical advice relevant to a farmer's situation.
Distribute the course timetable.
There will also be some “homework” assignments for the participants to do

between sessions. These are intended to build on the session contents, or to
prepare material to be used in the next session. Point out that the assignments
are part of the learning and self-evaluation process. Emphasise also that it does
not matter if a participant is unable to complete the assignment because of a
possible lack of knowledge; it is part of the self-evaluation and they will be
given the necessary knowledge during the course. No-one will be marked or
assessed on the homework assignments.
1.2
3. Introduction to Remainder of Session 1 5 minutes
Explain that in the remainder of this session we will be examining some of the
underlying aspects of IPM. At this stage this is simply introductory, and there
will be more detailed discussions in later sessions.
4. Pre-Course Evaluation 30 minutes

Objective of the procedure:
- To evaluate participant's knowledge of IPM prior to the start of the course.
Explain that before we start the main part of the course, an evaluation of
participant knowledge of pest management is useful, both for the trainers to
help them conduct the course, and also for the participants to be able to
assess their development as a result of the course.
Explain also that they will complete a similar evaluation at the end of the
course. The papers and results will be returned then.
Distribute Handout 1.1, Pre-Course Evaluation.
The evaluation consists of 25 multiple choice questions. Ask the participants to

put a tick or cross in the box next to what they think is the correct answer to
the question.
Allow 20 minutes for the participants to complete the evaluation, then collect the
papers. Make sure that the participants have written their names on the papers.
Mark the papers as soon as you have some free time. Enter the participant
names and test results into the table, ready for the post-course evaluation in
Session 11.
TRAINER NOTE: DO NOT give the evaluation results, give the

papers back, or tell participants which questions they got right or
wrong, as they will sit the same test at the end of the course.
Participants will receive their results and both sets of papers after
the Post-Course Evaluation in Session 11 at the end of the course.
1.3
5. Brainstorming – What is a Pest? 15 minutes

- To introduce participants to the participatory nature of the course.
- To introduce basic concepts on which the course is based.
- For participants to be able to define what is actually meant by a pest, and
what are the different types of pest organisms.
Say:
• Before we start the course we need to have a common understanding of
how we define and describe pests. These are the definitions that will form
the basis of our next sessions.
Ask participants to brainstorm all the pests that affect humans, animals or
crops in their part of the country. Record their responses on the flipchart.
TRAINER NOTE: To simplify reviewing the responses, list them in the

various pest categories of Handout 1.2, although without using a
heading. Eg put all the insect pests into one column, weeds into
another, etc as the responses come from participants. Then put in the
headings afterwards, when reviewing the responses.
Say:
• We now can step back and review this list. Insert and explain the categorisation
of the participant answers on the flipchart according to Handout 1.2, Pests:
Insects, Diseases, Weeds and Others. Correct, delete or add categories and
examples as appropriate.
Ask:
• Given such a categoristion of pests, how can we define a pest in a very
simple and broad way?
List participant answers on the flipchart. When there are no more responses,
give the broad definition of a pest from Handout 1.2, Pests: Insects,
Diseases, Weeds and Others.
Ask if the participants have any questions.
Distribute Handout 1.2, Pests: Insects, Diseases, Weeds and Others.
1.4
6. Brainstorming – Local Farmer Pest 15 minutes

Management Practices
- For participants to exchange experiences and knowledge of alternative,
non-pesticide pest management practices.
- To structure this knowledge into the different types of non-pesticide
control methods.
- To provide a lead into subsequent activities.
Say:
• Now that we have defined a pest, we need to look at ways in which they
are controlled or their effects are minimised.
Ask:
• How do local farmers control pests or minimise their effects in the
major crops?
• What methods do they use?
• Do they use any methods which do not involve pesticides?
List participant answers on the flipchart.
TRAINER NOTE: To simplify reviewing the responses, list them in the

various categories given in Handout 1.3, Methods of Pest
Management, although without using a heading. Eg put all the
mechanical methods into one column, cultural into another, etc as the
responses come from participants. Then insert the headings when
reviewing the responses at the end of the activity.
Use Handout 1.3, Methods of Pest Management as a checklist. When there

are no further responses from participants, from your own knowledge of local
practices ask leading questions regarding any omissions in the categories.
For example:
- What plant density do farmers use? Is it too low, too high or correct?
What effect could this have on pest levels? (Cultural)
- How do farmers prepare the land for planting?
How could this affect pest levels? (Mechanical)
- Are there any uncultivated areas of vegetation of near the farmers' fields?
Will these have any effect on pest levels? (Biological)
- What sort of seed do farmers use, where does it come from?
How could seed affect pest levels? (Sanitation)
1.5
TRAINER NOTE: Do not get involved in details or technical

discussions in this activity. The objective is to introduce the basic
concept that there is a range of methods that farmers can use to
manage pests.
Ask:
• Do individual methods vary between crops or locations?
• Which of these methods are easy for a farmer to apply?
• Why?
Ask:
• What are the results of these methods?
• Are there both positive and negative results?
• If so, what are these effects?
List participant answers on another flipchart.
When there are no more responses, review on the flipcharts the answers
to both sets of questions.
Emphasise:
It is the farmer who is responsible for implementing these methods -
it is his crop and his livelihood.
There is a range of methods that a farmer can use to manage pests -
mechanical, cultural, biological, etc.
The farmer needs to consider the economics of each method - does it
provide a benefit to him?
The alternative, non-chemical pest management methods.
IPM incorporates all these ideas.
That there are potential negative effects with some methods.
IPM also attempts to minimise these negative effects.
Distribute Handout 1.3, Methods of Pest Management.
Say:
• During the course we will explore the different types of methods to see how
these methods can be used in an IPM programme, and see how IPM can help
to minimize possible adverse effects.
TRAINER NOTE: Leave the flipcharts up as they will be referred to

in the first group activity of Session 2.
1.6
7. Conclusions 5 minutes
Summarize briefly the highlights of the session.
Include as main messages:

- Understanding and definition of a pest.
- A range of methods are available to farmers to manage pest levels.
- It is the farmer who must implement these methods.
- Some methods may have potential negative effects.
- IPM is a strategy for incorporating all possible pest management methods
into an overall programme.
Review the session objectives and ask if they were met.
Ask:
• What is the one conclusion or insight of the session that for you is most
significant? Why?
TRAINER NOTE: The intention of this question is not to get drawn

back into a technical discussion. It is intended to help participants
generalise what they have learned in the session. The trainer should
paraphrase participant responses, take additional responses, and
briefly summarise at the end the key participant conclusions.
It is also preferable that these conclusions be recorded on the
flipchart to assure greater retention.
THESE SESSION CONCLUSIONS ARE OFTEN THE MOST
POWERFUL MESSAGES IN INFLUENCING PARTICIPANT VALUES
AND ATTITUDES, BECAUSE THEY COME FROM THEIR PEERS.
8. Homework Assignments 5 minutes

There are two homework assignments:
• The first is for participants to reflect about IPM, the responses from
which will be used in the next session.
• The second is for participants to fill out a contact form, both for records
of attendance, and for networking between participants and trainers.
Objective of homework assignment #1:

- For participants to reflect on why they need to know about pest
management and IPM.
- To emphasise that IPM is an integral part of overall crop production.
- To emphasise that providing practical and effective advice on pest
management will not only benefit farmers, but also increase trust
between themselves and farmers.
1.7
Give the following homework assignment to complete during the break.

Their results will be used in Activity 3 of the next session.
Write down as many reasons as possible why you think:

• You should know about the concepts and principles (not technical details)
of pest management and IPM, and
• How this will be of practical benefit to you in your work or business.
Objective of homework assignment #2:

- For trainers to have a record of participant attendance, with full contact
details.
- To provide a list of names and contact details to all participants at the end
of the course that they and the trainers can use to keep in touch and to
network.
Distribute Handout 1.4, Participant Details. Ask participants to fill it out as soon
as possible and return it to you.
1.8
1 PRE-COURSE EVALUATION
Handout 1.1
Participant Name
1 A weed is defined as a plant which:
a) Injures humans, domestic animals, useful plants, structures or possessions.
b) Annoys humans or animals.
c) Is growing where it is not wanted.
2 Cultural control includes, among others, the following method:
a) Time of planting
b) Chemical pest control
c) Release of natural enemies of pests
3 Crop rotation is a form of:
a) Cultural control
b) Mechanical control
c) Sanitation
4 One of the foundations of a successful IPM programme is:
a) Breeding and releasing natural enemies of pests.
b) Using resistant varieties.
c) Good crop management to produce a healthy crop with a high yield potential
5 Excessive rates of fertiliser applied to a crop can:
a) Reduce crop growth.
b) Encourage insect pests and diseases.
c) Increase the farmer's profits.
6 Repeated cultivation of the same crop on the same field:
a) Ensures optimal uptake by the plant of the fertilisers applied
b) Increases the risk of the build-up of soil pests, weeds and diseases
c) Promotes higher yields
7 Cultivating resistant varieties means:
a) Pesticide use has to be increased
b) Less chemical control measures may be necessary
c) The risk of pest attack is higher.
1.9
8 Natural enemies of pests are:
a) More common in fields which have not been sprayed with pesticides
b) Favoured by increased pesticide use
c) Reduced by high rates of fertiliser
9 Integrated pest management:
a) Is a corrective technique which relies on pesticides.
b) Uses all available techniques in an overall crop / pest management programme.
c) Prohibits the use of pesticides in crop production.
10 Which of the following practices would be part of an IPM programme.
a) Repeated cultivation of the same crop in the same field.
b) Applying as much irrigation water as possible during the season.
c) Planting a resistant crop variety
11 The place of pesticides in integrated pest management is:
a) Pesticides should not be used in an integrated pest management programme.
b) One of the available tools in an overall crop and pest management programme.
c) To provide a quick solution to a pest problem.
12 What does pesticide resistance mean
a) The inherited ability of a pest to tolerate the toxic effects of a pesticide.
b) The extended effect of a pesticide against a pest after application.
c) The inherited ability of a plant to withstand the effects of pest infestation.
13 What is the first thing you should do when you see a pest infestation in a crop.
a) Select the correct pesticide for the pest.
b) Identify the pest so that you know exactly what the problem is.
c) Determine if the pest level is high enough to need spraying.
14 The use of a pesticide dose lower than that recommended for a specific pest:
a) Saves the farmer money
b) Protects beneficial insects
c) Fails to control the target pest
1.10
15 One of the most common causes of the failure of a pesticide application is:
a) Using out-of-date pesticide.
b) Using the wrong pesticide.
c) The pests have developed resistance to the pesticide.
16 A systemic pesticide is most suitable for the control of:
a) Pests which suck the juices of plants.
b) Pests which live in the soil and feed on roots.
c) Pests which eat the leaves of plants.
17 The crops, pests and dose rate information given on the label:
a) Are only some examples of possible uses of the product.
b) Restricts the use of the product to the specified crops, pests and dose rates.
c) Indicates the most common uses of the product.
18 Gloves should be worn when mixing pesticides:
a) To avoid getting dirty hands
b) To avoid contamination from pesticides which can be absorbed through the skin
c) To be able to eat after the operation without washing the hands
19 The hazard of a pesticide is:
a) The inherent property of the pesticide to cause adverse effects.
b) A measure of how poisonous the pesticide is.
c) The amount of time a person is in contact with the pesticide.
20 The most common way in which pesticides enter the body is:
a) Through the mouth
b) Through the lungs.
c) Through the skin
21 The pesticide formulations which are absorbed most readily are:
a) Emulsifiable concentrates
b) Wettable powders
c) Granules
1.11
22 The minimum amount of protective clothing to wear for a specific pesticide

formulation and activity is:
a) Overalls.
b) Overalls and rubber gloves.
c) Given on the label of the pesticide container.
23 During application, pesticide contamination of the environment can be minimised by:
a) Using a low dose rate of the pesticide.
b) Avoiding excess application and run-off from the plants.
c) Placing warning signs around the treated area.
24 The environment is:
a) Air, soil, water.
b) Air, soil, water, plants, animals, houses.
c) Everything around us.
25 A pre-harvest interval between the last pesticide application and harvest is to:
a) Allow time for the pesticide to degrade.
b) Allow time for the pesticide to kill all pests.
c) Allow time for the crop to fully ripen.
1.12
Pre- and Post-Course Evaluation Results

(This table is for the Trainers use only and not for distribution)
Name Pre-Course Post-Course Difference
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
1.13
1 BASICS OF PEST MANAGEMENT AND IPM – PART ONE
Handout 1.2
Pests: Insects, Disease, Weeds and Others
A pest is any organism that:

- Competes with humans, domestic animals or desirable plants for
food or water.
- Injures humans, animals, desirable plants, structures or possessions.
- Spreads disease to humans, animals or plants.
- Annoys humans or animals.
A pest can be broadly defined as: Any organism which

adversely affects man, his crops, his livestock, or anything he
considers to be of value
The types of pests include:

- Insects: aphids, beetles, caterpillars, ants, mosquitoes, cockroaches, etc
- Insect-like organisms: mites, spiders, ticks, etc.
- Weeds: any plant growing where it is not wanted.
- Micro-organisms that cause disease: bacteria, fungi, viruses, etc.
- Parasitic weeds: eg Orobanche (broomrape), Striga (witchweed),
Cuscuta (dodder), etc
- Molluscs: slugs, snails,etc
- Rodents: rats, mice, etc
- Nematodes: root-knot nematode, etc
1.14
Handout 1.3
Methods of Pest Management
Mechanical
Land preparation and cultivation; rat traps; sticky traps; hand weeding;
hand collection of diseased fruits, etc.
Cultural
Optimal crop growing conditions; unfavourable conditions for pests; irrigation;
fertilisation; plant density; crop rotation; time of planting; pruning; thinning; trap
crops, etc. Resistant crop varieties having repellent chemicals, vigour or
tolerance, physical characteristics.
Prevention, Sanitation and Exclusion

Often included under Mechanical and Cultural headings.
Clean, certified seed; burying or composting of crop residues; rodent proof

grain stores; removal of sources of food; cleanliness in the store, house or
kitchen; nets, screens, etc.
Biological
Natural enemies of pests, including diseases (micro-organisms); preserve
natural habitats; rearing and release of natural enemies; pheromones and
insect growth regulators (these are sometimes included under chemical control).
Chemical
Synthetic pesticides; natural pesticides; pheromones and insect growth
regulators (these are sometimes included under biological control).
1.15
Handout 1.4
Participants Details
Family Name:
Given Names:
Employer / Place of Work:
Location of Place of Work:
Position:
Field of Specialisation:
Work Telephone No:
Mobile No:
E-Mail Address:
Home Address:
Home Telephone No:
1.16
2 BASICS OF PEST MANAGEMENT AND IPM – PART TWO

Following the broad examination of pest management methods in Session 1,
this session introduces the overall concepts of IPM and begins an investigation
of the crop management components of IPM – mechanical, cultural and
sanitation practices.
The session begins with a continuation of basic definitions, including pest

control, pest management and Integrated Pest Management, and how IPM is
implemented. This is followed by brainstorming the homework activity from
Session 1 on why participants need to know about IPM for their work, and the
benefits that knowledge of IPM can offer to them.
The IPM Circle, an illustrative 'road-map' is then distributed to participants. This

will provide an IPM referral point that can be re-visited during activities and
sessions to ensure that participants are aware of how the current activity topic
fits into the overall picture.
The trainers then give a short presentation on IPM, yield potential, and crop
management, followed by a brainstorming activity on the main agronomic factors
required to produce a healthy crop. This provides the basis for participants to
break into working groups to list general examples of how these crop
management practices can affect pests. The working groups report their results
at the beginning of Session 3.
Session Objectives
• Distinguish between pest control, pest management and integrated pest
management.
• Define the concepts and benefits of IPM.
• Explain why they need to know about pest management and IPM, and how
this knowledge will be of benefit to them.
• State the main agronomic factors required to produce a healthy crop with a
high yield potential.
TOTAL TIME: 2 hours
2.1
Procedures
1. Introduction to the Training Program 5 minutes

Welcome participants to Session 2. Briefly review the
topics covered in the previous session.
Present the session objectives, and give a brief overview of the procedures.
2. Presentation – What is IPM? 15 minutes

- For participants to be able to explain the various components of the
definition of IPM.
- For participants to understand that IPM is a concept and not a fixed
package of recommendations.
• Say that in the last session we defined what we mean by a pest, and
explored the different methods that farmers can use to manage pest levels.
As the next step we need to understand and define what we mean by
Integrated Pest Management or IPM.
Present the explanations of Pest Control, Pest Management and Integrated

Pest Management from Handout 2.1, What is IPM?
Explain that pest management is a development beyond pest control, and that
integrated pest management is a development beyond pest management.
Explain each of the concepts of IPM, referring back to the flipchart results and
emphasised points from the last group activity in Session 1.
After the presentation, allow participants to ask questions as necessary about

the definition and concepts of IPM.
Also ask:
• At present, do most farmers practice pest control, pest management or
integrated pest management?
Distribute Handout 2.1 to participants.
2.2
3. Presentation – The Benefits of 15 minutes

IPM and How IPM is Implemented
Present Handout 2.2, The Benefits of IPM and How IPM is Implemented.
Emphasise:
The simple definition of IPM
The adoption of IPM by farmers is essential for sustainable agriculture and
the reduction in risk to humans, food, wildlife, and the environment.
Farmers used IPM principles and practices to manage pests long before
synthetic pesticides were available.
Say:
• At present this may not seem to be of much practical help in implementing
IPM, but we now have our foundation of basic definitions and concepts
which will be explored and expanded during the course activities.
Ask if the participants have any further questions regarding these basic
definitions and concepts.
4. Presentation – IPM Circle 5 minutes

- To provide participants with a 'road-map' to illustrate the components and
links of IPM, which will be referred to throughout the course.
Distribute and present Handout 2.3, Components of IPM - The IPM Circle.
Refer to the flipcharts from Session 1 on local farmer pest management

methods and to the distributed Handouts.
Say:
• The IPM Circle will help participants visualise the components of IPM, how
they are linked, and where we are in the course.
• We have already identified some of the components of IPM, while the others
will be introduced as the course proceeds.
• In the process, each component will be investigated in more detail.
• Participants can use this graphic as their own checklist of components

as we proceed through the course.
2.3
TRAINER NOTE: The IPM circle will be referred to throughout the

course. A flipchart should be prepared of this representation to put
up on the wall of the training room. It will be a constant reminder to
participants, and will be referred to as each component is begun and
completed, or to illustrate the linkages between components
(eg chemical control methods and application, and that all pest
management components affect economics and decision making.
5. Brainstorming – Why Participants 5 minutes

Need to Know About Pest
Management and IPM

- For participants to reflect on why they need to know about pest
management and IPM.
- To emphasise that IPM is an integral part of overall crop production.
- To ensure participants understand that providing practical and effective
advice on pest management will not only benefit farmers, but also benefit
themselves.
Remind participants that the homework assignment from the last session was to:
Write down as many reasons as possible why you think:
• You should know about the concepts and principles (not technical details) of
pest management and IPM, and
• How this will be of practical benefit to you in your work or business.
Ask participants to give their reasons. List these on the flipchart, and then
summarise the results compared against Handout 2.4, Why Participants Need
to Know About Pest Management and IPM.
Emphasise:
The benefits of knowing about IPM to the particular group of participants,
eg extension staff or dealers / retailers.
2.4
6. Presentation – Introduction to IPM, 5 minutes

Yield Potential, and Crop Management

- To provide understanding of the underlying factors of crop management that
maximise yield.
- To identify the contribution of pest management to this process.
Present the contents of Handout 2.5, Introduction to IPM, Yield Potential and
Crop Management, and then distribute the handout to participants.
Emphasise:
One of the fundamentals of IPM is to use good crop management to grow a
strong healthy crop with a maximum yield potential, and which is also more
able to withstand pest attack and damage.
Ask if participants have any questions on these aspects.
7. Brainstorming – Agronomic Factors for a Healthy Crop

- For participants to reflect on how crop management can affect pest levels in
the crop and pest management itself.
Explain:
That we will now examine the factors of crop management that are required
to grow a strong, healthy crop.
In addition, there are also external factors that can affect pest development
and pest management. These external factors are largely outside the control
of the farmer and will be discussed in the next session.
Ask the participants:

• What are the main agronomic factors of crop management required to
produce a healthy crop?
List the answers on the flipchart (use Handout 2.6, Main Agronomic Factors
for a Healthy Crop, as a checklist of all the components).
2.5
TRAINER NOTE: These should be the main factor headings, not

specific examples from within a component. The final list on the
flipchart should be the components given at the beginning of
Handout 2.6, such as quality of the site, crop rotation, etc.
Distribute Handout 2.6, Main Agronomic Factors for a Healthy Crop.

Participants will use this Handout as a checklist during the next activity.
8. Working Groups – Factors of 45 minutes

Good Crop Management
Ask the participants to get up and move to different tables so as to form new
groups, then give the following working group tasks:
Working Group Tasks

1) Under each of the headings of the main factors of crop management on
Handout 2.6, list on flip chart paper how each of these could affect pest
levels in the crop or pest management practices.
2) Give broad examples for each (not specific or technical examples for
particular crops or pests).
3) Select one person to report to the full group.
Say that groups should be ready to present their results immediately after lunch.
TRAINER NOTE: Walk around the groups and observe their activities.
Ensure that the examples they are providing are not specific or
technical. Refer to Handout 3.1 for the types of examples.
End of Session 2
2.6
Handout 2.1
What is IPM?
Pest Control: Corrective measure, pesticides or other methods used when

pests are already or a likely to become a problem,
often attempts to reduce pests to lowest possible level.
Pest Management: Includes preventative methods as well; manages pests so

that they are below damaging levels.
Integrated Pest Management: Uses all available techniques in an overall crop

/ pest management strategy that minimises the adverse effects of a pest or
pests.
It includes the concepts that IPM:

- is farmer based,
- is not a “package” but is location specific (even down to the field level or
crop growth stage),
- is a combination of all suitable techniques that minimise pest levels,
- must be considered as an integral part of crop production together with all
agronomic techniques (ie integrated crop management - ICM),
- considers the economics of pest management, and
- minimises pesticide use for the protection of health and the environment -
“as little as possible, as much as necessary.”
Taking these together, IPM is defined as:

An approach which “means the careful consideration of all available pest
control techniques and subsequent integration of appropriate measures that
discourage the development of pest populations and keep pesticides and other
interventions to levels that are economically justified and reduce or minimise
risks to human health and the environment. IPM emphasises the growth of a
healthy crop with the least possible disruption to agro-ecosystems and
encourages natural pest control mechanisms”.
(International Code of Conduct on the Distribution and Use of Pesticides, FAO, November 2002)
IPM IS NOT A FIXED PACKAGE OF PRACTICES OR

RECOMMENDATIONS - IT IS A CONCEPT.
2.7
Handout 2.2
Benefits of IPM and How IPM is Implemented
BENEFITS OF IPM AND HOW IPM IS I
Benefits of IPM
Use of inputs is optimised
Unnecessary pesticide use is avoided
Pest management costs are reduced
Crop losses are reduced
Profits from crop production are maximised
Pest resistance to pesticides is avoided
Crop production is sustainable
The risk of human, animal, food, wildlife and environmental contamination

is reduced.
How is IPM Implemented?

• There are many different types of practices which can be implemented in an
IPM programme.
• Those which are actually used will depend on the crop and pest situation,
and also to a certain extent on the farmer's resources.
• Pesticides are one of many available methods.
• Put simply:
IPM is the combination of all appropriate practices into a single plan

for crop and pest management that optimises input use to reduce
pests and damage to an acceptable level, maximise yield, and
minimise negative effects.
• Remember also:
IPM principles and practices were used by farmers to manage pests

long before synthetic pesticides were available
2.8
Handout 2.3
The Components of IPM – The IPM Circle
Mechanical
Application Cultural
Economics
and Decision IPM Sanitation
Making
External
Chemical
Factors
Biological
2.9
Handout 2.4
Why Participants Need to Know about Pest
Management and IPM
Crop production includes pest management. Neither can be considered

in isolation.
Crop production practices affect pest levels and pest management

practices.
These relationships need to be considered when giving farmers advice about

crop production and pest management.
Pesticides were once seen as the answer to most pest problems. Now, due
to increasing concerns about the environment, the development of pest
resistance, and the increasing costs of farming inputs, pesticides are
considered as just one of a range of control methods available.
Farmers can reduce costs and increase profits by the use of all suitable
crop and pest management practices.
Advisory staff can increase farmers trust in them by providing practical,

effective, and simple advice.
Input suppliers and retailers can increase customer numbers through

providing better levels of service and advice than their competitors, not just
for pesticides but also for seed, fertiliser, and other inputs.
2.10
Handout 2.5
Introduction to IPM, Yield Potential and Crop
Management
• The overall concepts and principles of IPM are the same for all crops or
pests, but different crops or pests may require different IPM practices to
be implemented.
• Pest management is only one aspect of crop production. It cannot be

considered on its own as crop management affects pest management and
vice versa.
• The genetic makeup of the seed, together with crop management,

determines the potential yield of a crop. Pest management, good or bad, has
no effect on this potential.
Pest management does not increase the yield potential of a crop,

It only protects the crop against loss or damage.
• The primary objective of crop production is to use good seed and good crop
management to grow a healthy crop with maximum yield potential, and which
is also more able to withstand the effects of pest attack.
• Understanding how a crop grows and develops, and its place in the cropping
system, is thus essential for successful pest management.
2.11
Handout 2.6
Main Agronomic Factors for a Healthy crop
Growing a strong, healthy crop is affected by:
Quality of site and soil texture
Crop rotation
Land preparation
Seed quality
Time of planting
Plant spacing and density
Weeding
Timing and amount of fertiliser
Timing and amount of irrigation
2.12
3 BASICS OF PEST MANAGEMENT AND IPM – PART THREE

Session 3 begins with workgroup reports on the Factors of Good Crop
Management prepared in Session 2. Participants then again break up into
working groups which are assigned one local crop each and asked to identify
particular alternative, non-chemical techniques a farmer could include in an
overall IPM strategy for that crop.
To complete the relationship between crop management and pest

management, there is then a full group brainstorming activity on the external
factors that can affect crop growth. At the end of the session, participants are
given a homework assignment that will prepare them for a 'What If?' activity in
Session 4.
Session Objectives
• Understand the links between crop and pest management practices, and
their effects on yield and pest levels.
• Describe alternative non-chemical pest management practices that could be
used in certain local crops as part of an overall crop/pest management
programme.
• Describe the external factors that may affect crop growth, pest
development, and pest management.
TOTAL TIME: 2 hours 10 minutes
3.1
Procedures
1. Introduction to the Session 5 minutes

Welcome participants to Session 3. Briefly review
the topics covered in the previous session.
2. Working Groups – Factors of Good Crop 40 minutes

Management – Working Group Reports
Each group reporter should present the group results. Allow all groups to
present before allowing any discussion or making any comments.
After all groups have reported, ask if participants have any comments or other
factors to add. Use Handout 3.1, Crop Management and Pest Management, to
ensure that all the components are adequately covered.
Emphasise:
One of the most common problems of poor crop management is a tall or
dense crop (vegetative growth), and explain the double effect of this with
regard to pest management.
Many of the factors that help to minimise pest levels are also the factors of
good crop management which lead to higher yields.
Often these can be adjusted by the farmer with little or no extra cost.
Refer back to the IPM Circle. These factors all fall under the mechanical,
cultural and sanitation methods of pest management.
3.2
3. Working Group Task – Local Alternative 30 minutes

Pest Management Methods

- To identify alternative, non-chemical control methods for particular local crops
- To illustrate that these methods can be different for different crops.
Say:
• In Session 1 we categorised the different methods of pest management,
while is Session 2 and the last activity we investigated the factors of good
crop management for high yields and how these can affect pest levels.
• We are now going to take this one step further and investigate for specific
crops which crop management and non-chemical techniques a farmer could
use in an overall crop IPM strategy.
• Refer to the IPM Circle. This activity will explore the mechanical, cultural and
sanitation components in more detail.
Ask participants for examples of the most common local crops (e.g., cotton,
tomatoes, citrus). Assign one crop to each table, and give the following table task.
Working Group Task

• For the crop assigned to your group, identify the particular crop management
techniques a farmer could use in an overall crop IPM strategy.
• Identify each particular technique as mechanical, cultural, or sanitary.
Allow 25 minutes for the working group activity.
TRAINER NOTE: Typical examples of non-pesticide practices for

several crops are given in Handout 3.2, Examples of Non-Chemical
Methods of Pest Management. Additional examples are given in the
Appendix of the Handbook.
Walk around and observe the groups to ensure that they are
listing the correct types of techniques and practices
3.3
4. Working Group Presentations 30 minutes
After 25 minutes, ask each group to report. Let all groups present their results
before allowing discussion and comment by participants.
From the results, emphasise:

The different methods used in different crops.
The same methods used in different crops.
IPM takes all appropriate methods and incorporates them into an overall
crop management programme.
5. Brainstorming – External Factors 15 minutes

- Participants are aware that external factors can affect pest development
and pest management, and are able to describe these factors.
Refer to the IPM Circle.
Say:
• We have now explored the factors of good crop management which lead to
higher yields, how these factors can also minimize pest levels, and how they
can be used in an overall crop / pest management programme.
• These factors are under the control of the farmer. However, there are other
factors which are not under the farmer's control and which can also affect
yield and pest levels. These are known as External Factors.
Ask:
• What are the external factors which can affect crop growth, yield and
pest levels?
List participant answers on the flip chart, using Handout 3.3, External Factors,
as a checklist.
3.4
Ask:
• Which of these external factors are difficult to avoid?
• Can any be overcome by crop management or other practices?
Emphasise:
An IPM programme needs to take these factors into consideration.
Distribute Handout 3.3, External Factors, to participants

- Differences between pest control, pest management and integrated pest
management.
- Definition of IPM.
- Why participants need to know about IPM.
- Factors of good crop management and how these can affect pest levels.
- Incorporation of these factors into an overall crop / pest management
programme.
- External factors can both directly affect plant growth and encourage pest
infestations.
Refer participants to the IPM circle to show how we are moving round the
circle exploring each of the IPM components in turn, and showing the linkages
between each. We will continue this process as the course proceeds.
Ask:
• What is the one conclusion or insight of the session that for you is most
significant? Why? How will it help you in your work?
3.5
Homework Assignment 1
• Ask three of the participants to prepare a 10 minute summary of the day's
activities, results, and conclusions to present to the full group at the
beginning of the next session as a reminder of today's activities.
Objective of the homework assignment:
• For participants to be better prepared for the “What If” activities in
Session 3.
Give the following homework assignment to complete before the next session:
• If a farmer came to you with a pest problem, how would you go about giving
him practical, effective and economic advice?
TRAINER NOTE: Do NOT tell the participants about the “What If”
activities in Session 4. The homework is only for them to think about
how they would give such advice, not for them to actually prepare for
the activity.
3.6
Handout 3.1
Crop Management And Pest Management
Quality of site and soil texture

Stony sites, areas with shallow soils or poor soil texture should be avoided, as
these are often associated with a hard pan, which restricts root development.
Soils with poor drainage should also be avoided.
Crop rotation
Crop rotations and the previous crop(s) can affect the growth of the current
crop. Crop rotations help to minimise the build-up of soil pests and pathogens,
such as nematodes, weeds (eg Orobanche), diseases (eg Fusarium, and root
rots such as Phytopthora and Pythium).
Land Preparation
Appropriate preparation of a good seedbed is important to assist seeds to
germinate and seedlings to grow quickly. Good land preparation also breaks any
hard pans and opens up the soil, allowing roots to penetrate fully to obtain
water and nutrients. Improved soil tilth and drainage can reduce nematode
levels. Tillage can destroy the pupae and overwintering stages of many insect
pests. However, the advantages of tillage should be weighed against other
advantages gained through no-till agriculture (build-up of organic matter, water
retention, soil conservation, lower labour etc).
Seed / Root Stock Quality

The seed / root stock is the basis of the crop. Good seed produces healthy
plants with high yield potential and high produce quality. Clean, certified seed or
root stock is free of both diseases and weed seeds.
Time of planting
Planting at the correct time promotes healthy plant growth and avoids periods
of attack by major pests. For example late planting of Faba bean to avoid
infestation by aphid from other legumes, and early planting of cotton to avoid
late season bollworm attack.
Plant spacing and density

Plants sown too close together are weaker and more susceptible to pest
attack. Too close spacing also provides suitable micro-climate conditions within
the crop for the build-up of pests and diseases, such as aphids and whitefly in
cotton, blight in tomatoes, downy mildew in cucumbers, and aphids, mites,
blight, mildew, and scab in apple.
Weeding
Weeds compete with the crop for sunlight, water and nutrients. Slow growing
seedlings, such as cotton, compete poorly with weeds, and the plants are weak
and stunted. Weed seeds can contaminate the crop produce, as in wheat.
Weeds can attract pests, such as fruitworm in tomato. Tall weeds in orchards
can attract rodents, but a low cover of grass or weeds between trees avoids
the dusty conditions which promotes red spider mite.
3.7
Timing and amount of fertiliser

Ideally an integrated soil fertility management (ISFM) should be adopted, which
aims to replenish soil nutrient pools, maximize on-farm recycling of nutrients, and
reduce nutrient losses to the environment. Wrongly timed or excess fertiliser can
promote vegetative and dense plant growth which encourages insect pests such
as aphids and whitefly, and diseases such as mildews and blights.
Timing and amount of irrigation

Similarly to fertiliser, wrongly timed or excess irrigation can promote vegetative
plant growth which encourages pests and diseases such as aphids and whitefly
in cotton, blight and Orobanche in tomatoes, root rot in Faba beans, and spider
mite, aphids, and blight in apple.
Other Factors
Transplanting
Ensure seed beds are disease, insect pest, and nematode free to avoid
transferring these pests to the field.
Thinning of seedlings
When seedlings are not thinned or thinned too late, the plants are weaker and
more susceptible to pest attack.
Pruning of tree and vine crops

Allows more air and light, and lowers humidity so that diseases (eg blight,
mildew, scab) and insect pests (eg aphid) are discouraged.
Removal of Infested Plants / Branches

Infested plants and branches provide sources of disease infestation. Remove
and burn all such plants and branches to control the spread of diseases. Plants
infested with Orobanche or other parasitic weeds can also be treated in this
way in low infestations.
Post Harvest Sanitation

Plough-in, or remove and burn or bury crop residues, fallen fruit, etc. Crop
residues left in the field can provide food and shelter for over-wintering pests
(eg pink bollworm, cotton stainer, codling moth) and diseases (eg blight, mildew).
3.8
General
From the above it can be seen that the main direct problems caused to pest
management by poor crop management are vegetative, tall, or dense growth.
A vegetative or dense crop has a climate inside it which promotes the

development of pests such as aphid, jassid and whitefly, and diseases such as
blight and mildews. In addition, spraying is less effective as spray penetration
and coverage of all the plant surfaces is poor, and it is difficult for the spray
operator to walk through the crop.
There is thus the double effect of encouraging pests while reducing the
effectiveness of pesticide control measures. Pests are much more difficult to
control effectively in a dense crop.
3.9
Handout 3.2
Examples of Non-Pesticide Methods of Pest Management
All Crops Implement optimum crop management practices to

produce healthy and strong plants, which are more
resistant / tolerant to insects, diseases and weeds.
Tomatoes
Tolerant
varieties Against virus diseases and fungal diseases.
Crop rotation Against soil born diseases (Fusarium), nematodes,
Orobanche
Spacing Plants growing too close together give an environment
which encourages diseases such as blight.
Irrigation Excess irrigation promotes diseases such as blight.
Fertiliser Excess N makes plants more susceptible to diseases
(blight, powdery mildew etc) and insects (aphids,
whiteflies which transmit virus diseases). Correct rate
of K increases tolerance to diseases.
Faba Beans
Tolerant
varieties Against Orobanche.
Crop rotation Against root rots, Orabanche
Late planting Avoids infestation by aphids (and Necrotic Yellows)
from other legumes.
Irrigation Avoid excess humidity in the soil and in the plant's direct
environment to reduce risk of disease such as root rot.
Fertiliser Excess Nitrogen makes plants more susceptible to
diseases (Chocolate Spot) and insects
(aphids = indirectly virus diseases).
Correct rate of K increases tolerance to diseases.
Roguing Reduces number of virus infected plants, and so
spread of virus. Can also be applied to Orobanche if
infestation is low.
Weeding Removes potential hosts of aphids and virus.
Vegetables
general
Crop rotation At least one cereal crop before cultivating the same
vegetable crop, or fallow for several months.
Fertiliser Ensure balanced application
Irrigation Ensure balanced application
Tunnels Ventilate where vegetables grown in tunnels or
3.10
under plastic sheets to reduce humidity and incidence

of disease.
Seedlings Produce in greenhouse or tunnel to avoid insect
infestations.
Mango
Pruning After harvest. Enhances aeration within the tree,
reducing risk and spread of disease.
Removal of Reduces spread of flower malformation.
malformed
flowers
Others As for Citrus.
Citrus
Certified plant- Avoids introduction into the orchard of virus and disease.
ing material
Circling trunk Avoids infection and spread of Phytophthora.
with soil
Fertiliser Balanced fertiliser application. In particular, reduction in
amount of N, and increase of P and K.
Irrigation Avoid excess irrigation.
Pruning Enhances aeration within the tree, reducing risk and
spread of disease. Navels and mandarins should be
pruned immediately after harvest in January to induce
early spring flush that avoids leaf miner attack.
Dropped fruit Collect and bury dropped fruits to reduce
Mediterranean Fruit Fly.
Cotton
Crop rotation Against soil born diseases (Fusarium etc)
Land Kills and exposes pests such as cutworm.
preparation Fine seedbed allows plants to germinate and grow
strongly, increasing tolerance to pest attack.
Early planting Plants mature earlier and avoid late season bollworm attack
Plant spacing Avoid too close spacing, which makes the plants weak,
and gives an environment around the plants which
encourages aphids and whitefly.
Fertiliser Avoid excess Nitrogen, which makes plants susceptible
to aphid, jassid, whitefly.
Irrigation Avoid excess irrigation, which gives an environment
around the plants which encourages aphids and whitefly.
Thinning Early thinning allows plants to grow strongly, increasing
tolerance to pest attack.
3.11
Handout 3.3
External Factors
• External factors can both affect plant growth and promote pest infestations.
• Dust deposited on leaf surfaces, especially by desert winds or industries

such as cement and brick factories, which provides a suitable environment
for the development of spider mites in many crops.
• Sun scorch on the leaves of crops such as tomato and cucumber,

particularly when grown in plastic tunnels, which facilitates infestations by
diseases such as Alternaria (early blight) in tomatoes and Peronospora
(downy mildew) in cucumbers.
• Soil conditions, such as pH, structure, hard pans, or water logging, which
restrict and weaken plant growth.
• Irrigation water quality, such as high salinity or toxic contents. Irrigation and
drainage water can also transport disease organisms and weed seeds.
• Humidity after rain or sprinkler irrigation which can promote disease

development.
• Mechanical damage by wind or agricultural machinery to branches, foliage

and roots.
• Temperature during the crop growing season, which can affect both crop
development and the development of pests and diseases.
• The potential effects of external factors need to be considered in an IPM

programme, and mitigated wherever possible.
3.12
4 BASICS OF PEST MANAGEMENT AND IPM – PART FOUR

This session continues the focus on Integrated Pest Management. It begins
with a full group brainstorming on biological control and how to encourage
natural enemies.
This is followed by a series of interactive discussions and presentations on

the place of pesticides in IPM, the economic principles of pest management,
threshold levels and pest scouting, and the pest management decision
making cycle.
These topics are then further explored with a series of practical "what if"
situations with participants aimed at increasing their awareness of the
economic principles of pest management. The purpose of these interactive
activities is to ensure that participants leave the session having put their
theoretical knowledge into practice, while reinforcing a structured and logical
approach to problem solving, and are able to give farmers practical and
effective advice.
Session Objectives
• Explain the importance of biological control and how natural enemies
can be encouraged.
• State the place of pesticides in an IPM programme.
• Describe the economic principles of pest management.
• Define the concepts of threshold levels and pest scouting.
• Identify the steps of the pest management decision-making process.
TOTAL TIME: 2 hours
4.1
Welcome participants to Session 4.
Ask the three volunteers to review the previous day's activities, results and
conclusions from the first three sessions of the course.
2. Brainstorming – Biological Control 20 minutes

- Participants are aware of the importance of biological control, and how to
encourage natural enemies.
Refer to the IPM Circle:

Say:
• In Session1 and 2 we briefly mentioned biological control as one method of
pest management. We will now discuss this further to see how biological
control and natural enemies can be encouraged in a crop.
Ask:
• How can a farmer encourage and maintain naturally occurring populations of
beneficial insects in his crop?
• Are there any ways in which a farmer can artificially introduce natural
enemies into the crop?
List participant responses on the flip chart. Once all have been received,
summarise the results using Handout 4.1, Biological Control, as a checklist.
Refer to the IPM circle.

Say:
• We have now covered the non-chemical pest management methods and will
now begin to explore chemical methods.
4.2
3. Interactive Discussion - 20 minutes

Chemical Control

- For participants to understand that pesticides are an integral part of most
IPM programmes.
- To illustrate the benefits and potential drawbacks of pesticides.
Ask:
• How did we simply define Integrated Pest Management in Session 2?
Take a couple responses from participants. Conclude by restating the simple

definition of IPM from Handout 4.2, Chemical Control.
Ask:
• Where would pesticides fit into such a plan?
• What would be the benefits of using pesticides?
• Would there be any drawbacks?
Facilitate the discussion by using the key points from Handout 4.2, and
then summarize the discussion by reviewing the contents of Handout 4.2.
Distribute Handout 4.2, Chemical Control, to participants.
4. Presentation and Discussion: The

15 minutes
Economic Principles of Chemical Control

- To ensure that participants understand the underlying principles of the
economics of pest management.

Say:
• One of the drawbacks of pesticides we have just identified is their
potential cost. Farmers thus need to make the most efficient, effective,
and economic use of pesticides.
• We will thus now explore the economic principles of pest management and
decision making.
Present and discuss the contents of Handout 4.3, Economic Principles of

Chemical Control.
Ask:
• What are examples when you thought farmers were wasting their
money (and reducing their profit) with inefficient or unnecessary
pesticide application? 4.3
5. Interactive Discussion – Introduction to 15 minutes

Treatment Thresholds and Pest Scouting

To ensure that participants understand the underlying principles of:
- Economic / Treatment thresholds.
- Pest scouting.
Say:
• The last two activities have raised the topics of economic or treatment
thresholds and pest scouting. We will now explore these topics further.
Ask:
• What do you think are the factors that are taken into consideration when
setting threshold levels?
• How do you think threshold levels are determined in practice?
Take several responses, and then present Threshold Levels from Handout 4.4,
Threshold Levels and Pest Scouting.
Ask:
• How would a farmer know when the threshold level has been exceeded by a
pest?
Again take several responses, and then present Pest Scouting from Handout
4.4, Threshold Levels and Pest Scouting.
Emphasise:
Pest scouting, crop monitoring and threshold levels are one of the
fundamental aspects of IPM and the effective and economic use of
pesticides.
Ask if participants have any further questions on these topics.
Distribute Handout 4.4.
4.4
6. Presentation and Discussion: The Pest 20 minutes

Management Decision Making Cycle

To ensure that participants understand the underlying principles of:
- The pest management decision making process
- How participants can help farmers in the decision making process and in
minimizing the costs of pest management.
Say:
• The activities in this session have given us sufficient understanding of the
factors involved to develop a logical decision making process for pesticide
application as part of an IPM programme.
Present and discuss the contents of Handout 4.5, the Six Step Pest
Management Decision Making Cycle.
Ask:
• In the decision making process, with which steps can the participants
most help and support the farmer? Why?
Distribute Handouts 4.5 to participants.
7. "What if" Situations – 20 minutes

Diagnosing Pest Problems

- To re-enforce the contents of previous sessions and activities.
- To introduce the concept of diagnosing a farmer's problem by asking simple
questions in a logical, structured manner.
- To practice asking such questions in a “live” situation.
- To practice dealing with farmers in a friendly, helpful manner.
TRAINER NOTE:
- The situations given below are not intended for participants to show
their detailed technical knowledge but to illustrate the principles of
problem solving and providing advice.
- The situations are somewhat artificial, but are intended to enforce the
principles of diagnosing problems in a logical manner, in dealing with
farmers, and for participants to put these principles into practice.
- The situations also progress from a very general to a more specific situation.
4.5
It may be necessary to think of other “What If” situations if the

following do not suit local crops and conditions. If this is necessary,
then the new situations should concentrate on illustrating principles
rather than technical details.
Say:
• This activity is the reason for the homework assignment from yesterday,
and we will now put their thoughts and ideas into practice.
Present the following "What if" Situation:
"What if" Situation

It is very early in the tomato season. What if a farmer comes and asks
you how to control pests in tomatoes.
What questions would you ask the farmer?

What advice would you give the farmer?
Give participants 2-3 minutes to think of the questions they would ask
and the advice they might give the farmer.
TRAINER NOTE: This “What If” is in two separate parts. Firstly,

participants should give the questions they would ask the farmer. Only
after this part is completed should participants provide the advice.
Suitable advice can only be given after questions have been asked to
determine the actual situation.
• Ask different participants what questions they would ask the farmer.
• Then ask what the appropriate advice might be to the farmer. Take a
response from one participant, then ask if anyone would approach the
problem differently, or give different advice.
4.6
TRAINER NOTE: In this situation, appropriate questions and advice

would include:
- HAS THE TOMATO CROP ALREADY BEEN PLANTED?
- If no:
Give advice on seed variety, land preparation, plant spacing,
fertilizer, irrigation, etc., and what pests to expect and suitable
methods of control.
- If yes:
What is the growth stage of the tomatoes? Are they in seedbeds,
have they been transplanted, have they been field planted?
What pest(s) are present? (If the farmer doesn't know the name, ask
for a description of the pest.) Has he brought a sample of the pest
or disease?
How many of each type of pest has the farmer seen, or how much
of the field is infested?
What is the growth stage of the pest(s)?
What damage does the farmer see the pest(s) inflicting?
What, if any, steps has the farmer already taken?
Then present a second "What if" situation.
"What if" Situation

What if a farmer asks you to come to see his cotton field, which is infested
with aphids. You go to the field:
What will you look for?

On the basis of what you find, what advice would you give the farmer?
Take responses from several people, allowing some debate for each question.
Then give your own advice.
4.7
TRAINER NOTE: In the above situation it is best that you:

LOOK FOR:
Confirm that the problem is aphids.
The level of aphid infestation, and how much of the field is affected.
Damage to the plants.
Give advice to farmer:

If aphid numbers are low, and beneficial insects are present, then
watch and wait for 3-4 days to see if the beneficial insects reduce
the aphid numbers.
This should still be the case where there is plant damage, but the
affected area is small.
If the farmer wants to treat the aphids, then he should use mineral oil
or detergent, not a pesticide.
If aphid numbers are high, and there is plant damage to a wider area,
then a pesticide spray may be needed.
If only small areas are infested, then spot spraying is better than a
whole field spray.
A pesticide spray should be applied to include the area around the
plants showing damage, as these other plants will still have aphids on
them even though they are not yet showing signs of damage.
Repeat for the final "what if" situation.
"What if" Situation

What if a farmer comes to ask for help with his mango orchard. He has brought
leaves from one tree to show you.
What would you do?
Take a response from one participant, then ask if anyone would approach the
problem differently, or give different advice.
4.8
TRAINER NOTE: In the above situation the steps would include:

Determine whether insects, mites or disease have damaged the
leaves.
Ask if the fruits are close to harvesting.
Ask if only 1 or 2 trees have been affected, or most trees in the
orchard.
Ask if the infestation is over the whole tree or if only parts of the
tree are affected.
If only 1 or 2 trees are affected, advise the farmer to spot spray the
affected trees with a suitable pesticide, not the whole orchard.
Ask:
• What lessons have we learnt from this activity regarding the economics of
pest management?
Emphasise:
Practical, effective and economic pest management requires the use of all
available techniques, and that pesticides are not used on a “Spray a pest on
sight” basis.

- Biological control is extremely important, and natural enemies should be
encouraged.
- Chemical control methods are an integral part of IPM.
- All inputs, including pesticides, must be used effectively and economically.
- Thresholds and pest scouting are essential foundations to successful IPM.
- The importance of diagnosing problems in a logical, structured manner.
Refer participants to the IPM Circle to show that we are moving closer to
completing the circle. Emphasise the importance of the economic aspects we
have covered in this session, both with regard to links to other IPM
components, and to the farmer's final profits.
Ask:
• What insights will you especially want to remember when giving advice to
farmers about pesticides?
4.9
Handout 4.1
Biological Control
• Natural enemies can be very common in unsprayed fields. When certain

pesticides are applied, natural enemies may be killed, removing
their control effect on the pest.
• Most commonly seen are predators (ladybirds, spiders, lacewings), but

parasites (parasitic wasps and flies) often have the greatest control effect.
• Natural enemies can be encouraged by:

- Using pesticides only when necessary, particularly early in the season.
- Using a seed dressing rather than a foliar spray if an early season
pesticide is regularly needed.
- Intercropping, border planting, and relay cropping of suitable plants.
- Leaving refuge habitats in and around the field where natural enemies
can shelter and find food.
• Biological control can be enhanced by the mass rearing and release of

natural enemies.
• Pests also suffer from diseases caused by viruses, bacteria, fungi and
nematodes. These diseases may be commercially formulated for application
as pesticides, such as Bt (Bacillus thuringiensis).
• Pests can be biologically changed by the use of insect growth regulators or

their behaviour modified by pheromones. These are sometimes included
under chemical control.
4.10
Handout 4.2
Chemical Control
• IPM is the combination of all appropriate practices into a

single plan for crop and pest management that reduces pests
and damage to an acceptable level.
• Pesticides more often than not are an integral component of this plan.
• Benefits of Pesticides
– Provide effective and quick reduction in pest populations.
– Can control several pests at the same time.
– Easy to use.
• Drawbacks of Pesticides
– Beneficial insects can be eliminated, causing pest resurgence and
secondary pest outbreaks.
– Development of pest resistance
– Cost
– Damage to honey bees and pollinators
– Environmental hazards
– Risk of residues in food
– Potential risk to users and others
• Pesticides in IPM
– Use pest scouting and treatment thresholds to treat only when necessary
– Use pest scouting and treatment thresholds to time applications at
most vulnerable pest stage.
– Do not attempt to eradicate pest. It is almost impossible, not necessary
to prevent economic damage, and need small numbers of pests to
maintain beneficial insects.
– Use selective, low persistence, low toxicity pesticides if possible.
– Use only when other practices have not been able to keep pests at a
low level.
– Pesticides can be required in preventative situations, such as in nurseries
to produce healthy pest and disease free seedlings, in seed dressing, and
for certain diseases, particularly in vegetables.
4.11
Handout 4.3
Economic Principles of Chemical Control
• Crop production inputs cost the farmer money. The more he

spends on inputs, the less profit he makes.
Profit = Value of harvested crop – Production costs –
Transport / marketing costs
• All inputs, including pesticides, thus need to be used efficiently, effectively

and economically.
• For pesticides, it is the cost over the season that must be considered, not
the cost per litre. A pesticide that is cheap per litre may be more expensive
over the season as a higher mixing rate may have to be used, or it may be
less effective and so require more applications, than a pesticide that is more
expensive per litre.
• If pests are at a high level, and the value of the crop that will be lost will be
greater than the cost of the pesticide application:
Pests are above the treatment threshold
The use of a pesticide in this case will give a RETURN on the farmer's
investment in applying a pesticide.
• If pests are at a low level, and the value of the crop that will be lost will be
less than the cost of the pesticide application:
Pests are below the treatment threshold
The use of a pesticide in this case will mean that the farmer LOSES
money by applying a pesticide.
4.12
Handout 4.4
Threshold Levels and Pest Scouting
Threshold Levels
• A threshold level is the pest level at which pesticide control
is needed to prevent economic loss or damage.
• Usually set at the level where, if the pest population continued at that level
or increases, the economic losses would be greater than the cost of control.
• The economic threshold will vary during the season depending on a range of
factors, including the expected price for the produce, the expected yield and
factors influencing the yield (eg weather), and the anticipated cost of future
control. An economic threshold is thus difficult to apply in practice.
• A treatment or spray threshold is largely used instead. This is derived from

research trials over several seasons, and is the pest level at which a
pesticide treatment will give a return to the farmer in most seasons.
• Treatment thresholds may vary during the season depending on such factors
as crop growth stage, the damage the pest can do at that stage, and the
numbers of beneficial insects present. These variations are also set as a
result of several research trials.
• The same pest in the same crop can have different treatment thresholds in
different areas, depending on local conditions.
• With most thresholds a pest population is allowed to exist in the crop, as the
cost of control would be greater than the value of the crop protected or
saved from loss or damage.
• In some cases the threshold is fairly high.

– Aphids in cotton.
– Stem borer in maize.
• In other cases the threshold is zero or very low.

– Crop virus-transmitting insects where the virus is a major problem.
– Preventative sprays for late blight in potatoes, downy mildew in
cucumbers grown in glasshouses.
– Rats in bakeries.
4.13
Threshold Levels and Pest Scouting
• Pest scouting is regular monitoring of the area to be protected.
– Gives information on levels of pests and beneficial insects present -

the numbers, the growth stage of the pests.
– Gives information on whether pest levels are above or below the treatment
threshold, and so if intervention is needed or not.
– Gives information on whether previous control actions have been

successful.
– Different crops and pests have different methods and techniques

of pest scouting. Also the same crop and pests may have different
methods in different countries.
– Different methods of scouting will also have different treatment

thresholds.
Pest scouting, crop monitoring and threshold levels are one of the
fundamental aspects of economic and effective use of pesticides,
and of IPM.
4.14
Handout 4.5
Pest Management Decision Making Cycle
1. Detection
Continual crop monitoring / scouting to detect pests before they cause
economic loss. If detection is too late, control will be more costly, less effective,
and losses will occur.
2. Identification
Identify the organism. Is it a pest or not? If it is a pest, is it at a susceptible
stage for control?
3. Economic Significance
Economic damage: the amount of injury that justifies the cost of control.
Biological damage frequently occurs without economic loss (for example,
holes in leaves).
Are the pest numbers / level great enough to justify the cost of control?
- What is the crop growth stage, and crop value?
- How many beneficial insects are present?
4. Decision
Pest level above or below the treatment threshold?
5. Selection of methods
Effective, practical, economic, safe
6. Evaluation
Follow-up of control method(s) through crop monitoring to evaluate
effectiveness – Continuation of detection stage.
4.15
5 BASICS OF PEST MANAGEMENT AND IPM – PART FIVE

This session is a close continuation of Session 4 to complete the basics of pest
management and IPM. Its first focus is on pesticide selection and dose rates,
followed by a working group activity to identify the causes of failure of
pesticide applications. The trainer then gives a short presentation on the
causes of pest resistance and ways of avoiding the development of resistance.
Finally, role plays are again used in an interactive activity to identify the causes
of a pesticide failure. The purpose of these interactive activities is to ensure
that participants leave the session having put their theoretical knowledge into
practice, while reinforcing a structured approach to problem solving, and
participants are able to give farmers practical and effective advice.
Session Objectives
• Identify the factors to be taken into consideration when selecting a pesticide,
and using the correct dose rate.
• Define the common reasons for the failure of a pesticide application.
• Explain the causes of pesticide resistance in pests, and ways to avoid the
development of resistance.
• Apply a structured and logical approach to solving pest management problems.
5.1
Welcome participants to Session 5. Briefly review the topics covered in the

previous session.
2. Presentation – Pesticide Selection 10 minutes

and Dose Rates

- To ensure that participants understand that for effective pest management
it is essential to use the correct pesticide for a pest, and at the correct
dose rate.

Say:
• In the last session we looked at chemical control in IPM, the economic
aspects of pest management, and the decision making cycle for control
interventions.
• A pesticide application costs the farmer money, and so must give the best
possible return to the farmer's investment.
• This requires that a pesticide used for chemical control must be selected
and used correctly. We will now take the first steps to see how this can be
best achieved, and will further develop these aspects in later activities.
Present the contents of Handout 5.1, Pesticide Selection and Dose Rates.
Allow a short time for questions and discussion.
Emphasise:
That selection of quality pesticide products is essential.
The dose rates given on the label must be followed.
5.2
Say:
• This was just an introduction on pesticide selection and we will re-visit
this topic for further exploration in the sessions on pesticides and
pesticide application.
• Before that we need to examine the possible reasons why a pesticide

application could fail to work properly.
3. Working Group Task – Causes of 30 minutes

Failure of Pesticide Applications

- Using practical examples, for participants to work out the four most
common causes of the failure of a pesticide application.
Say:
• Farmers often complain that a pesticide did not work, and blames the
pesticide in some way.
• We will now examine the reasons why a pesticide application may fail.
Assign one crop / pest to each table.
Working Group Task

For the Crop and Pest assigned to your table, agree as a group on the
following:
• What is the correct pesticide(s) to use?
• When is the best timing for application?
• What is the correct dose?
• How should it be applied?
• What could cause the pesticide to fail?
Allow 25 minutes for the task.
5.3
TRAINER NOTE: Depending on where the training session is being

held and the local crops and major pests, examples could be:
- Cotton / Aphid
- Tomato / Whitefly
- Potato / Blight
- Cabbage / Diamond back moth
- Cucumber / Mildew
- Apple / Codling moth
- Citrus / Leaf miner
TRAINER NOTE: Avoid extended technical discussions in this

procedure. The questions regarding the correct pesticide, timing, dose
rate are simply to provide the lead-in to the final question, the answers
to which are the objective of the activity. The emphasis should be on
determining what could cause a pesticide application to fail, not what
are the detailed recommendations for the control of a particular pest.
4. Working Group Reports 30 minutes
After 25 minutes, ask the table groups to report for the crop / pest assigned to
their table. All groups should report before any comment or discussion.
TRAINER NOTE: The emphasis here is to bring out the causes of

failure, so do not get too involved in technical discussions, for example
on what is the correct pesticide for a particular pest.
Summarize the causes of failures from the table group reports, adding
where necessary from the points on Handout 5.2, Causes of Failure
of Pesticide Applications.
TRAINER NOTE: Keep the working group flipcharts from this activity.
They will be referred to in Session 9, Application, Procedure 1.
5.4
5. Presentation – Causes of Pesticide 10 minutes

Resistance, and Avoiding the
Development of Pesticide Resistance

- To ensure that participants understand the principles of the causes and
effects of pesticide resistance to pesticides.
Present the contents of Handout 5.3, Causes of Pesticide Resistance and

Handout 5.4, Avoiding the Development of Pesticide Resistance.
Ask for comments and discussion from the participants to ensure that they
understand the principles of pest resistance to pesticides.
Distribute Handouts 5.3 and 5.4 to participants.
6. Role Plays – Identifying the Causes 30 minutes

of Pesticide Failure

- To ensure that participants understand the possible causes for the failure of
a pesticide application.
- To reinforce the principles, introduced earlier in Procedure 3, of diagnosing
and solving a farmers problem by asking simple questions in a logical,
structured manner.
- To practice asking such questions in a “live” situation.
- To practice dealing with farmers in a friendly, helpful manner.
Ask participants as individuals to jot down responses to the following situation

and questions:
• If a farmer comes to you and complains that a pesticide did not work:
– What questions should you ask the farmer?
– What approach would you take with the farmer to assure that you keep
his trust?
After 4-5 minutes, say that in fact this farmer is coming to the classroom now,
so they will be able to try out some questions.
5.5
Role Play Set-Up

Ask one participant to play the farmer. Remind the group and the "farmer" that
the purpose for the role plays is to practice question-asking and advice-giving,
so everyone should be reasonable.
Take the volunteer “farmer” outside the classroom, remind him that he is not an
unreasonable or difficult farmer, but has a genuine complaint to make. Ask him
or her to prepare their complaint - what crop, what pesticide, what happened.
Ask participants if any of them are ready to play the "extension worker" or
“retailer” and try out his or her questions and approach. Select one participant
to start. (There is time for 3-4 participants to try out their approach.)
Conducting the Role Plays

These 3-4 role plays are meant to be quick and spontaneous, with
opportunities to debrief after each role play ends, and before the next one
begins. Follow these steps:
1) Ask the participant who volunteered to be the “extension worker” or

“retailer” to stand or sit at the front of the room so that they can try out
their approach to the “farmer”.
2) Set the stage by explaining that a farmer is about to come with a complaint.
Ask participants to take notes about what they like in the "extension
worker's" approach and what they might do differently.
3) Tell the "farmer" to come in to begin.
4) Allow the role play to run for 4-5 minutes, at least until the extension worker
has had a chance to ask some questions.
5) Then stop the action, but keep the two role players in front of the group.
Role Play #1 Debrief

a) First ask participants what they liked about the Extension Worker's
approach.
b) Then ask the "farmer" what the Extension Worker did that was helpful?
Not helpful?
c) Then ask the Extension Worker what he or she was trying to do, and how
was it working.
d) Then ask the participants what they would do differently?
5.6
Role Play #2
Ask one of the participants who is assertive about what he or she would do
differently to try it out. Invite the participant to the front of the room, and ask
the "farmer" to continue where the last role play ended.
Allow 4-5 minutes for "Extension Worker #2" to give the farmer advice.
Debrief as before. Invite another participant to try his or her approach.

Repeat for a fourth role play if there is time.
TRAINER NOTE: The extension worker should find out if:

- The pest was correctly identified by the farmer.
- The correct pesticide was used.
- The stage of the pest life cycle when the pesticide was applied.
(eg older caterpillar larvae are very difficult to kill with the
recommended doses).
- The correct dose rate was applied.
- The pesticide was applied correctly.
Then the extension worker should advise the farmer to correct any
mistakes that were found as a result of the questioning. If no mistakes
were apparent, then the farmer should try a pesticide of a different
group, and come back to tell the extension agent the results.
(Is the extension worker sure that the farmer has not made a mistake?
Wrong identification of the pest and use of the wrong pesticide are
very common mistakes.)

- After deciding to use a pesticide, the correct one must be selected and used
at the correct dose.
- The four most common causes of pesticide failure are incorrect pesticide,
dose rate, timing, or application.
- The main factors promoting pesticide resistance are using the same
pesticide too often, and using too high a dose rate.
- The importance of diagnosing problems in a logical, structured manner.
5.7
Ask:
Refer participants to the IPM Circle.
Say:
• We have now looked at all but one of the components of IPM, as we still
have to explore application.
• However, before looking at application, we will continue our exploration of

chemical control by looking in more detail about pesticides in the next two
sessions. Knowledge of the properties and characteristics of pesticides helps
us to use them to best effect in an IPM programme.
10. Homework Assignment 5 minutes
Objective of the homework assignment:

- For participants to think about the hazards associated with everyday items,
and how these dangers are minimized so as to avoid injury.
Give the following homework assignment to complete before the next session:
• Each participant should make a list of 5 common tools or items, which are
not pesticide-related (such as sprayers), from everyday use that are
potentially dangerous (examples are a portable gas stove, a knife), and to list
the precautions that should be taken to avoid accidents or injury when they
are used.
5.8
Handout 5.1
Pesticide Selection and Dose Rates
Pesticide Selection
A pesticide only controls a certain range of pests, so one which is

effective against the pest to be controlled must be used.
If there is more than one suitable pesticide:

– Select one with a limited range of activity, as this has the least effect on
beneficial insects and helps to reduce the risk of pesticide resistance in
other pests.
– Select one which poses the least risk to humans, animals, and the
environment under the conditions in which it will be used.
The same pesticide should not be used repeatedly against the same pest
during the season as this increases the risk of pesticide resistance.
Use only pesticides from reputable manufacturers and dealers, in unopened

containers with a complete label. Beware of counterfeit products.
Pesticide Dose Rates
Dose rates are given on the container label.
Too low a dose rate and not all pests are killed. The pesticide is not
effective, crop losses are not prevented, and costs are increased.
Too high a dose rate and the excess is wasted. More pests are not killed,
and costs are increased. The risk of pest resistance is also increased, as
is the risk of phytotoxicity to treated plants.
5.9
Handout 5.2
Causes of Failure of Pesticide Applications
The four most common causes of the failure

of a pesticide application are:
Incorrect Pesticide Used

• Pest identified correctly, but wrong pesticide selected.
• Pest not identified correctly, correct pesticide selected for mis-identified pest
(has no effect on actual pest present).
Incorrect Timing
• Pest population not at a susceptible stage.
Incorrect Amount
• Dose rate too low to kill pests.
• Poor application.
Incorrect Application
• Pesticide not applied to the right place (eg poor underleaf cover for aphid or
downy mildew control)
• Not applied evenly (areas of over- and under-dosing)
• Application equipment poorly calibrated
• Badly maintained application equipment
• Application in adverse weather conditions (eg too hot or windy, or rain after
application)
The following may also cause a pesticide application to fail,

but are less common:
Sub-Standard Pesticide (this may be common in certain regions)

• Poor quality formulation
• Adulterated product
• Counterfeit product
• Expired
Pest Resistance to Pesticide
Plants Under Stress

• Systemic pesticides not translocated
5.10
Handout 5.3
Causes of Pesticide Resistance
• Pesticide resistance is the inherited ability to tolerate

the toxic effects of a pesticide.
• Every pest population contains a small proportion of individuals with this

inherited ability.
• When a pesticide is applied, susceptible individuals are killed while the

resistant individuals survive to mate and produce the next generation.
This occurs each time a pesticide is used, with the proportion of resistant
individuals increasing every time.
• As the number of resistant individuals in a population increases, the normal

pesticide dose is not enough to effect control, and higher doses or more
frequent applications have to be used.
• Eventually, it becomes impossible to control the pest population with the

pesticide.
• In many cases, pests resistant to one pesticide will also have resistance to
other pesticides that kill the pest in the same way (e.g., resistance to one
organophosphate insecticide will confer resistance to other
organophosphates).
• Factors promoting the development of resistance are:

– Using the same pesticide (or group of pesticides) too frequently
in the same season
– Using too high a dose
– Using a pesticide with long persistence
– A high frequency of resistance in the population before the use
of the pesticide
– A greater proportion of the population exposed to the pesticide
– A short pest life cycle
5.11
Handout 5.6
Avoiding the Development of Pesticide Resistance
• Follow IPM principles
• Apply pesticides only when necessary
• Use pesticides from different chemical groups during the season
• Use the correct dose rate
• Apply pesticides effectively
• Select less persistent pesticides
5.12
6 PESTICIDES AND FORMULATIONS – PART ONE

Pesticides are one of the tools in an IPM programme. Knowledge of pesticides
and their different types, formulations, and toxicity is thus essential for safe,
effective and economic use of pesticides.
This is the first of two sessions on pesticides and formulations. The purpose
of this session is to enable the participants to understand the different
types of names and classification of pesticides, and to be able to use this
knowledge to assist in selecting the most suitable pesticide product for a
particular pest problem.
To set the background that pesticides are tools which need to be used safely,
the first participant activity is a workgroup task on the homework assignment
about dangerous items in everyday use and how knowledge of the tool and its
potential hazards are essential for safe use. The remainder of the session is
concerned with pesticides names and classification, and how knowledge of
these topics can assist in the selection of a suitable product. These aspects
will continue in the following session.
Before this session, you should assemble a collection of different pesticide

containers, labels, and formulations available locally. These samples will provide
the focus for the session.
Session Objectives
• State the different types of pesticide names.
• Define key elements and terminology of pesticides, and identify the different
ways that pesticides can be classified.
• Explain how an appropriate pesticide can be selected based on different
classification criteria.
Equipment and Learning Aids

• Samples of local formulations and labels from each hazard classification.
• Gloves
• Soap / water
TOTAL TIME: 2 hours
6.1
Procedures

previous session.
Refer to the IPM Circle. Remind participants that we will now continue our
exploration of chemical control with a deeper look at pesticides.
2. Working Group Task – Review of

Homework Assignment on Dangerous 20 minutes
Things in Everyday Use
Objective of the Homework Assignment:

- For participants to think about the hazards associated with everyday items,
and how these dangers are minimized so as to avoid injury.
Remind participants that their homework assignment was for each participant
to make a list of 5 common tools or items from everyday use that are
potentially dangerous (examples were a portable gas stove, a knife), and to list
the precautions that should be taken to avoid accidents and injury when they
are used.
Working Group Task

• Each person should present his list and precautions to the other table
members.
• The table should then decide which two of the items cause most accidents
or injuries, and why.
Allow 15 minutes for the task.
Move around to the table groups, sitting in and listening to some of the
presentations of the lists and the decisions on the two most dangerous items.
6.2
3. Working Group Presentations 30 minutes
After about 15 minutes, ask each group to present their results.

Allow all groups to present before asking the following questions.
• All the items presented are in common use and sometimes cause accidents
and injury. What are the common factors of use that cause these accidents
and injuries?
• Is the greatest risk from the tool itself, from the way in which the tool is
being used, or from the person actually using the tool?
TRAINER NOTE: Emphasise the aspects of actual use of the tool,

not the aspects that will cause the tool to break down (such as poor
maintenance), or solutions to breakdowns.
Examples of such common factors would be misuse, lack of knowledge about

the potential dangers, not taking the correct precautions in use, carelessness,
etc. Note these common factors on the flipcharts.
Say:
• The common factors which can cause danger with these everyday tools are
things such as carelessness, misuse, and lack of knowledge by the user, but
if we take the correct precautions then they are safe to use. Pesticides are
also a tool, and if the correct precautions are taken the dangers of use can
be minimized.
4. Presentation - Pesticide Terminology 10 minutes

- To ensure that participants understand the different names that are given to
an individual pesticide.
Present the contents of Handout 6.1, Pesticide Terminology. Allow a short time
for questions and discussion.
Distribute Handout 6.1 to the participants.
6.3
5. Interactive Discussion – 20 minutes

Classification of Pesticides

- To define what is meant by a “pesticide”, and identify the different types
of pesticides used against different types of pests.
- For participants to reflect on the most common types of pesticide in the
country, based on usage.
Remind participants of the broad definition of "pest" from Session 1:

• A pest can be broadly defined as any organism which adversely affects
man, his crops, his livestock, or anything he considers to be of value.
A pesticide is defined as:

• Any substance which is used to prevent or reduce loss or damage caused
by pests, either by directly killing the pest, or by inhibiting its growth, or by
repelling it.
Ask:
• What are examples of the most common products used by farmers in the
country, and what are they used against?
List the examples given on the flipchart, using Handout 6.2, Pesticide
Classification, as a check list of the types of pests controlled. When all the
common products have been listed,
Ask:
• From this list, are the most common pesticides applied against insects,
diseases, weeds, or other pest?
Say:
This is one way in which pesticides are classified - according to the type of pest
against which they are used, for example insecticides, fungicides, herbicides.
6.4
6. Presentation and Discussion – 25 minutes

Selection of a Pesticide Based on the
Different Types of Classification

- For participants to understand that knowledge of the different ways in
which a pesticide can be classified can help in selecting a suitable product
in order to achieve effectiveness and safety.
Ask:
• In what other ways can pesticides be classified?
Use Handout 6.2, Pesticide Classification, as a check list.
Present the contents of Handout 6.2, Pesticide Classification.
Ask:
• How does knowing about the different types of classification help in
handling and using pesticides most effectively?
• Why might you select a particular pesticide for a pest on the basis of
one or more of the different types of classification?
TRAINER NOTE: Emphasise during this discussion the principles of

pesticide selection based on different types of classification.
Distribute Handout 6.2 to the participants.

- Pesticides have more than one name. It is the common name that is
important when distinguishing between different pesticides.
- Pesticides can be classified according to different criteria.
- Knowledge of the different criteria can help in selecting the most suitable
pesticides for an IPM programme.
6.5
Ask:

Say:
• In the next session we will complete our examination of pesticides.
• Ask three of the participants to prepare a 10 minute summary of the days
activities, results and conclusions to present to the full group at the beginning
of the next session as a reminder of today's activities.
Break the participants up into table groups and give the following homework
assignment:
You are walking from one village to the next and come across a farmer
behaving strangely. You suspect pesticide poisoning.
• What objects would you look for to help confirm your suspicion of
pesticide poisoning?
• What symptoms in the victim would you expect to see?
• What actions would you take?
The groups should prepare their answers on flipcharts, ready for presentation
the next day in Session 9.
TRAINER NOTE: Do NOT tell the participants about the first aid Role
Play in Session 9.
The role plays are intended to put their group-prepared theoretical
knowledge into practice - without warning, as would happen in real life.
If their first aid skills turn out to be in need of improvement, this is part
of the self-evaluation and learning process.
6.6
Handout 6.1
Pesticide Terminology
Active ingredient
Only a certain component of a pesticide product has activity against pests.
This component is called the active ingredient. There may be more than one
active ingredient in a product.
Chemical name.
Each active ingredient has a chemical name that describes the actual chemical
composition. This name is often long and complicated. It may appear on the
label in brackets.
Common name
Each active ingredient is also given an internationally recognised common name
that is much easier to use and remember than the chemical name. A specific
common name always refers to the same active ingredient, regardless of the
manufacturer of the product. Common names are always given on the label.
Product name.
Manufacturers give their own name to their products containing particular active
ingredients. It is the product name which appears in large print on the label.
6.7
Handout 6.2
Pesticide Terminology
Type of Pest Controlled

Insecticides against Insects.
Fungicides against Fungi.
Herbicides against Weeds.
Acaricides against Mites.
Rodenticides against Rats, mice, and other rodents.
Molluscicides against Snails.
Nematicides against Nematodes.
Chemical Group
The chemical group to which the pesticide belongs.
Insecticides
• Inorganic:
Do not contain carbon. Commonly based on arsenic, copper, mercury,
sulphur, tin or zinc. Many of these compounds are now banned or have
severely limited uses.
• Organic:
Contain carbon. Synthetic in that they have been developed by man.
The most common pesticides.
• Botanical:
Obtained from plant extracts
• Biological / Microbial:
Contain bacteria, viruses, protozoa, or fungi
Herbicides
Herbicides have many different chemical groups, among the most common
of which are the triazines, substituted ureas, and sulfonylureas.
Fungicides
Also have many different chemical groups, among the most common of which
are inorganic, dithiocarbamates, and triazoles.
6.8
Toxicity
A measure of how poisonous a pesticide is to man. High toxicity to man does
not necessarily mean that the pesticide is highly toxic to the pest. Formulations
are usually less toxic than the pure active ingredient. The following WHO
classification of toxicity is most commonly used, although there are others such
as national systems:
• Class Ia: “Extremely Hazardous”

• Class Ib: “Highly Hazardous”
• Class II: “Moderately Hazardous”
• Class III: “Slightly Hazardous”
• [no class] “Unlikely to Cause Hazard in Normal Use”
The toxicity warning on the pesticide label refers to the formulation, not the
active ingredient
Mode of Action
Describes the method by which the pesticide acts on the pest.
• Contact: The target pest is only killed when it comes into direct contact
with the pesticide. For a given volume of spray, the more drops per square
centimeter of surface, the better the effectiveness of the pesticide. Most
insecticides are contact pesticides, and are most effective against insect
pests which move about a lot.
• Stomach: A pesticide that must be eaten by the insect pest to kill it.
Most contact pesticides are also stomach poisons for insect pests. These
pesticides are more effective against pests which move around a lot.
• Systemic: A pesticide that is absorbed and moved within a plant, and kills
the pest when it feeds on the plant. Movement is mainly from the upper
to lower leaf surface, and upwards within the plant. There is very little
movement down the plant, so overall plant coverage is essential for pests
in the lower parts of the crop. Absorption of the pesticide by the plant is
reduced if the plants are under stress. Systemic insecticides are most
effective against insect pests which do not move very much, and suck plant
juices. Most herbicides are also systemic.
• Fumigant: A pesticide in vapour or gas form in the air which the pest
breathes in. These pesticides can only be used in enclosed spaces,
such as greenhouses and warehouses.
6.9
7 PESTICIDES AND FORMULATIONS – PART TWO

This is the second of two sessions on pesticides and formulations. Building on
the topics covered in the previous session, a presentation and discussion
introduces the components of a formulation, followed by working groups on the
advantages and disadvantages of different types of formulations. Finally there
is a presentation and interactive discussion on the pesticide label.
Before this session, you should assemble a collection of different pesticide

containers, labels, and formulations available locally. These samples will provide
a focus for the session.
Session Objectives
• Describe the components that make up a pesticide formulation, and identify
the common types of formulations that are used locally.
• Consider the advantages and disadvantages of different types of pesticide
formulations and pesticide classifications when selecting a product.
• Identify the areas on the label where the different types of information are
presented.
• State why reading the label is important.

• Samples of local formulations and labels from each hazard classification.
• Gloves
• Soap / water
7.1
Procedures
Welcome participants to Session 7.
conclusions from sessions 4 to 6.

Say:
• This session will complete our examination of chemical control and pesticides.
2. Presentation / Discussion – 20 minutes

Components of Formulations

- For participants to understand the different components which make up a
pesticide formulation, and what are the differences between the main types
of formulations.
Present the contents of Handout 7.1, Formulations.
Make the following points:

• Commercially available pesticide products are normally a mixture of the
active ingredient and other substances. This mixture is known as the
formulation and allows the active ingredient to be more conveniently handled
and stored, and to be more effective in its action.
• Sometimes it is desirable to improve further the effectiveness of a chemical,

in which case additives such as wetters or stickers can be included in the
spray mix.
• Review the common types of formulations and their properties.
Use your samples as examples, and describe their nature and explain how the
formulation is abbreviated on the product label with a percentage active
ingredient, followed by the abbreviation of the formulation, e.g. 3 G = 3% granules.
7.2
TRAINER NOTE: Though the session on safety comes later in the

training course, it is always important to model safe practices when
handling the concentrates. Wear gloves, don't smoke, avoid spillage, and
wash after handling containers.
Ask participants if they have any comments or points which need clarification.
Distribute Handout 7.1 to participants
3. Working Group Task – Advantages

20 minutes
and Disadvantages of Different
Types of Formulations

- For participants to reflect on the advantages and disadvantages of different
types of pesticide formulations.
Assign each table group one formulation from the following common types.
Emulsifiable Concentrate
Wettable Powder
Suspension Concentrate
Seed Dressing
Granule
Bait
Fumigant
Table Task
• The type of formulation given to your group has advantages and
disadvantages for storage, mixing, application and safety. Agree as a group
on all these advantages and disadvantages.
Allow 15 minutes for the task
7.3
After 15 minutes, ask one table to give their answer. Ask the other groups if
they agree or have any other advantages or disadvantages to add.
Repeat for each table group.
Use Handout 7.2, Advantages and Disadvantages of Formulation Types, to

cover any points missed by the participants.
Ask:
• On the basis of what we have covered in the last two activities, what types
of formulations do participants think are most suitable for farmer use? Why?
• What types of formulations would be best in an IPM programme?
• What types of formulations are most commonly used by local farmers?

Are these the most suitable?
• Would a different type of formulation of the same active ingredient be more

suitable for farmers? Are such alternatives available?
5. Presentation and Interactive 30 minutes

Discussion – The Pesticide Label
Objective of the procedure

- To explain the importance of the label, the different parts of the label, and
the information given.
Present the contents of Handout 7.3, The Pesticide Label.
Emphasise:
The label is the primary source of information about a product.
We have covered some of the types of information on the label in previous

sessions, such as pesticide names, dose rates, and recommendations for use.
Other aspects, such as safety and pre-harvest intervals will be covered in
later sessions.
7.4
TRAINER NOTE: Have copies of local containers / labels available to

illustrate the various components of the label and use as specific
examples, eg Active ingredient / product name, registered uses and
dose rates, pre-harvest intervals.
If there is a standard label format in the country, it will be useful to
prepare a flip chart to outline where the different information groups
(uses, safety, etc) are located on the label
Distribute Handout 7.3, The Pesticide Label, to participants.
Ask if participants have any further questions.
Distribute Handouts 7.4, Pictograms, and 7.5, Hazard Warnings, to the

participants.
Explain the pictograms and hazard statements on the label, using Handouts 7.4
and 7.5 to illustrate the different types and meanings.
Ask the following questions:

• Why should farmers read the label?
• What should farmers do if they cannot read?
• What is the most important information on the label for the farmer?
TRAINER NOTE: There is no real 'correct' answer to the last question,

as all the information on the label is important.
The underlying objective of the question is to ensure that participants
are fully aware of all the different types of information presented
on the label, and to re-enforce this knowledge from the comments of
other participants.
Review the major messages of the session.

- Pesticide formulations have different characteristics. These can be important
when selecting a pesticide for use in an IPM programme.
- The pesticide label is the source of all information about a pesticide. Do not
assume you know the contents – READ THE LABEL every time a pesticide
is used.

7.5
Ask:
• What were the most important conclusions for you today? Why?
Say:
• We have now completed our examination of the chemical control component
of IPM. In the next session we will look at Application to complete the circle.
7 Homework Assignments 5 minutes

- For participants to reflect on the underlying objectives of using a sprayer.
Give the following questions to participants.
• What is the ultimate objective when we apply a pesticide to a crop?

What are we really trying to do?
• What is the target we are trying to reach when we apply a pesticide?
• What basic function does a sprayer perform in helping us to achieve

these objectives?
7.6
Formulations
A Formulation is a combination of various ingredients designed to improve

the properties of a pesticide product for effectiveness, safety, handling,
storage, and application.
More recent formulations, such as suspension concentrates (SC), water

dispersible granules (WG), and microgranules (MG), have improved stability
and safety properties.
The properties of a formulation, including effectiveness and safety, depend

on the use of high quality ingredients and manufacturing processes.
Components
• Active ingredient - the component with activity against pests
• Inert ingredients - components which have no activity against pests
For example:
• Solvents Liquid formulations. The active ingredient is dissolved
in the solvent.
• Carriers Dry formulations. The active ingredient is mixed with or
absorbed onto the carrier.
• Emulsifiers Help emulsifiable concentrates mix better with water.
• Wetting agents Help wettable powders mix better with water, and help
formulations spread on water repellent surfaces.
• Stickers Help the spray mix stick to surfaces.
• Spreaders Help the spray mix spread evenly over treated surfaces.
Not all formulations will contain all the different types of inert ingredients
Common Types
Emulsifiable Concentrates (EC)
• Liquid formulations where the active ingredient is dissolved in a petroleum
solvent, or, more recently, safer alternatives.
• The formulation is diluted with water to form a suspension for application.
• Usually contain 25 to 75 percent of active ingredient.
• ECs are among the most common pesticide formulations.
Wettable Powders (WP)

• Dry formulations of fine, insoluble powders. The active ingredient is combined
with an inert carrier such as clay or talc, together with wetting and / or
dispersing agents.
• Usually contain more than 50 percent active ingredient.
• WPs are among the most common pesticide formulations.
7.7
Suspension Concentrate (SC)

• Used for active ingredients that are not soluble in the more common
solvents.
• They are mixed on a carrier, such as clay, and formulated with a liquid to
form a thick, paste-like suspension.
• Combine the benefits of both ECs and WPs.
Seed Dressings (DS, ES, FS, LS, PS, SS, WS)

• Dry or liquid formulations for application to seeds prior to planting.
• Dry formulations usually require no further dilution (SS formulations require
dilution with water).
• Liquid formulations usually, but not always, require dilution with water.
• Seed may be available that is already dressed with a pesticide
(PS formulations)
Granules (G)
• Dry formulation of relatively large and heavy particles of an inert material.
• The active ingredient may be coated on the outside or absorbed into the
particles.
• Applied without any further dilution.
• Usually contain 1 to 15 percent of active ingredient.
• Most commonly used for soil application to control weeds, nematodes and
soil living insects.
Baits (B)
• An active ingredient mixed with food or other attractant material.
• The bait may be sold pre-mixed, or the pesticide and bait material mixed by
the user.
• Pests are killed by eating the pesticide contained in the bait, either in a
single dose, or over time.
• The concentration of active material is low, usually less than 5 percent.
• Commonly used in indoor situations, but may be used in agriculture.
Fumigants (F)
• Pesticides that form poisonous gases.
• May be a liquid under high pressure that changes to a gas when released,
or a volatile liquid, or a solid that releases a gas under high humidity.
• Used for structural pest control, food and grain storage, soil sterilization,
and greenhouses.
7.8
Handout 7.2
Advantages and Disadvantages of Different Types

of Formulations
Emulsifiable Concentrate (EC)
Advantages Disadvantages
- Easy to handle, transport - Usually high concentration
and store in the formulation
- Easily measured and mixed - Due to high concentration, easy
with water to make errors when mixing,
- Can be used with most types and in application dose rates
of application equipment - Mixers need more protective
- Little agitation needed in spray clothing than applicators
tank, does not settle out - May cause phytotoxicity to crops
- Not abrasive to nozzles and - Easily absorbed through the skin
pumps - Solvents may attack rubber,
- Do not block filters or nozzles plastic, hoses, gaskets etc
- Flammable
Wettable Powder (WP)
- Easy to handle, transport - Can cake in storage
and store - Mixers need more protective
- Can be used with most types clothing than applicators
of application equipment - More difficult to accurately
- Easily mixed with water measure out than ECs (WP
- Usually less phytotoxic than ECs weight vs EC volume)
- Absorbed less readily through - Risk of inhaling powder
the skin than ECs during mixing
- Require constant agitation in
the spray tank, or they quickly
settle out
- Abrasive to nozzles and pumps
- Can clog filters and nozzles
- Inert carriers may leave a deposit
on crops, which has to be
removed before marketing
7.9
Suspension Concentrate (SC)
- Easy to handle, transport - Mixers need more protective
and store clothing than applicators
- Can be used with most types - Container must be shaken
of application equipment before use to remix formulation
- Easily mixed with water - Require moderate agitation in the
- Usually less phytotoxic than ECs spray tank, or they settle out
- Absorbed less readily through - May be abrasive to nozzles
the skin than ECs and pumps
- May clog filters and nozzles
- Inert carriers may leave a deposit
on crops, which has to be
removed before marketing
Seed Dressing (DS, ES, FS, LS, PS, SS, WS)
- Depending on formulation, similar - Depending on formulation, similar
to EC, WP and SC formulations. to EC, WP and SC formulations.
- Can be applied to seed on-farm - Bulk treatment of seed requires
with simple equipment. specialist treatment equipment.
- Help to avoid early season - Treated seed may be eaten
foliar sprays, and so protect by humans, domestic animals
beneficial insects or wildlife
Granule (G)
- Ready to use, no mixing needed - Plant application:
- Soil application: Do not stick to Do not stick to foliage
foliage - May need to be incorporated
- Slow release of pesticide gives in soil
extended protection - Can be difficult to obtain even
- Low risk of drift distribution over the target area
- Little hazard in use to applicator - Slow release of pesticide
results in long persistence
- Require only simple application
equipment - May be hazardous to non-target
animals such as chickens
and other birds who mistake
granules for food grain
7.10
Bait (B)
- May be ready to use - Can be attractive to non-target
- Little pesticide needed - bait organisms (domestic animals,
applied only where pests are children etc)
present and pests are attracted - Pests may prefer other food
to the pesticide or crop to the bait
- Pests may avoid bait due to
association with ill-effects
(eg bait shyness of rodents)
Fumigant (F)
- Toxic to a wide range of pests. - Target site must be covered and
- Can penetrate cracks, wood, soil airtight to prevent the gas from
and grain. escaping.
- Single treatment will usually kill - Most are highly toxic to humans
most pests in the treated area and all other living organisms.
- Need specialized protective
clothing, including respirators.
- Need specialized application
equipment
- Fumigated premises must be
well-aired before access by
humans and animals is allowed.
7.11
Major Pesticide Formulation Types – Solids
Physical How Formulation Diluent Problems,

State Applied Type Hazards
Dust - Drifts easily

- Do not stick to
target surfaces
- Difficult to
obtain even
distribution
- Risk of
inhalation
- Do not stick to
leaves or other
non-level target
Undiluted surfaces
- May need to
be incorporated
in soil
- Difficult to
Granule obtain even Dust when Operator
distribution handling exposed to
- Slow release, concentrate concentrate
Solid long
persistence
- May be
dangerous to
non-target
organisms
- Mixer needs
more protection
than operator
- Needs
constant
Diluted Wettable Water agitation
Powder - Abrasive to
nozzles and
pumps
- Can clog filters
and nozzles
- Can be
attractive to
Bait Bran, non-target
grain organisms
(food)
7.12
Major Pesticide Formulation Types – Liquids
Physical How Formulation Diluent Problems,

State Applied Type Hazards
- Mixer needs
more protection
than applicator
- Easy to under-
or over-dose
- May cause
Emulsifiable phytotoxicity
Concentrate - Easily absorbed
through skin
- May attack
rubber, plastic,
Liquid Diluted Water hoses, gaskets
- Flammable Mixer Splashes
exposed to adhere to
concentrate clothes
- Container must and skin
be shaken
before use
- Needs
moderate
Flowable agitation in
spray tank
- May be
abrasive to
nozzles and
pumps
- May clog filters
and nozzles
7.13
Handout 7.3
The Pesticide Label
The FIRST and most important activity when

using a pesticide is to:
READ THE LABEL
The label on the container is the primary source of information about a

pesticide.
The label has all the basic information that is needed:

– Product name
– Active ingredient
– Concentration of active ingredient and inert materials
– Crops and pests for which the pesticide is registered
– Dose rates
– Toxicity and hazard warnings
– Safety precautions
– Pre-harvest interval
– Pictograms
– Expiry date
– Registration number
– Name of manufacturer / importer
7.14
Handout 7.4
Pictograms
STORAGE
Keep locked
away and out of
reach of children
ACTIVITY
Handling liquid Handling dry Application

concentrate concentrate
ADVICE
Wear gloves Wear boots Wear eye Wear face shield

protection
Wear mask Wear respirator Wear overalls Wear apron
Wash after use
WARNING
Dangerous to Dangerous to fish

7.15
animals and water
Handout 7.5
Hazard Statements and Band Colour

Labels should include a hazard statement, a warning symbol,
and often a band colour based on the WHO toxicity classification.
WHO Class (1) Label

Hazard Symbol Band
statement Colour (2)
Hazard Symbol Band

Ia Extremely Hazardous Very Toxic VRed
Ib Highly Hazardous Toxic TRed
II Moderately Hazardous Harmful HYellow
III Slightly Hazardous Caution None Blue
Products unlikely to Caution None Green

present a hazard in
normal use
(1) The hazard warning on the label refers to the formulation, not the active ingredient.
(2) This is the most commonly used colour scheme, but it may differ in some countries.
7.16
8 PESTICIDE APPLICATION

The purpose of this session is to enable the participants to understand the
principles of pesticide application, and the factors which determine the
effectiveness of application
Before this session, you should assemble a collection of different nozzles and
sprayers as examples of the different types of equipment.
The session begins with a reminder about the four main reasons for the failure
of a pesticide treatment. To put pesticide application into perspective, the
homework activity of the objectives of applying a pesticide and using a sprayer
are then brainstormed. This is followed by presentation and full group
discussion activities about plant coverage, droplet size, and the main types of
sprayer nozzles. The session concludes with an assessment of the different
types of sprayers commonly used by small farmers.
Session Objectives
• State the role of a sprayer in pesticide application.
• Understand the relationship between plant coverage, droplet size and
volume of water.
• State the advantages and disadvantages of large and small pesticide
droplets.
• Describe the main types of nozzles, their characteristics and uses, and the
basics of sprayer calibration and maintenance.
• Be able to compare the advantages and disadvantages of common types
of sprayers used by small farmers.

• Examples of the three common types of nozzles
• Examples of different types of pesticide sprayers
• Gloves
• Soap / water
TOTAL TIME: 2 hours
8.1

previous session.
Refer participants to the IPM circle.
Say:
• In this session we will complete the circle by exploring pesticide application.
Refer to the working group results from Session 5, Procedure 4, and to

Handout 5.2, Causes of Failure of Pesticide Applications.
Emphasise:
That application is involved in two of the four main reasons for the failure of
a pesticide treatment. Correct application of a pesticide is thus crucial for it
to be effective and provide an economic benefit for the farmer.
2. Brainstorming – Objectives of 15 minutes

Using a Sprayer
Objective of the Procedure:

Participants understand:
- What we are actually trying to achieve when using a pesticide.
- The target for the pesticide
- The role of a sprayer in applying a pesticide
Remind participants that their homework assignment was to think about the
following questions:
• What is the ultimate objective when we apply a pesticide to a crop? What are
we really trying to do?
• What is the target we are trying to reach when we apply a pesticide?
• What basic function does a sprayer perform in helping us to achieve these

objectives?
8.2
Ask participants in turn for their answer to the first question until there are no
more responses. List the responses on the flipchart.
Repeat for the second and third questions.
Review the answers, using Handout 8.1, Objectives of Using a Sprayer, as a

checklist.
Emphasise:
That pesticides cost the farmer money. They must be applied effectively to
give a return on his investment.
Conclude the procedure by emphasising:
The four bullet points under “To be most effective”.
3. Presentation – Plant Coverage, Droplet 15 minutes

Size, and Volume of Water

- Participants understand the relationship between plant coverage, droplet
size, and volume of water.
Present the contents of Handout 8.2, Plant Coverage, Droplet Size, and
Volume of Water.
Ask:
• Is it better to use large or small amounts of water when spraying? Why?
• Are different amounts of water needed for different crops or pests? Why?
Distribute Handout 8.2 to participants
8.3

Advantages and Disadvantages
of Large and Small Droplet Sizes

- To review the overall effects of droplet size on spray application.
Ask the following questions in turn, listing participant responses on the

flipchart:
• What are the advantages of large droplets?
• What are the disadvantages of large droplets?
• What are the advantages of small droplets?
• What are the disadvantages of small droplets?
Review the results, using Handout 8.3, Advantages and Disadvantages of

Large and Small Droplet Sizes, to fill in any gaps.
TRAINER NOTE: Refer back to Session 6, Procedure 6 and Handout

6.2, Pesticide Classification, to link droplet sizes and plant coverage
with the Mode of Action of pesticides.
Ask:
• Is it important to use a large or small droplet size for the application of a
herbicide? An insecticide? Why?
8.4
5. Presentation and Discussion – 25 minutes

Nozzles, and Sprayer Calibration
and Maintenance

Participants are aware of:
- The common types of nozzles, their characteristics, and uses.
- The importance of sprayer calibration and maintenance.
Ask:
• What are the three common types of nozzle?
Present the contents of Handout 8.4, Nozzles, using the sample nozzles as
examples.
TRAINER NOTE:If no example nozzles are available,

Handout 8.4a can be distributed instead.
Ask:
• How often do you see farmers using the wrong type of nozzle?
Present the contents of Handout 8.5, Sprayer Calibration and Maintenance.
Ask:
• How often do farmers calibrate their sprayer?
• Would the nozzle replacement interval also depend on the type of formulation
being sprayed?
8.5
6. Interactive Discussion – Comparison 30 minutes

of Different Sprayer Types

- To illustrate the advantages and disadvantages of different sprayer types.
Explain that on the basis of what has been already discussed, we will now look
at the different types of hand sprayers commonly used by farmers (by 'hand
sprayer' we mean one that is physically carried by the operator).
TRAINER NOTE: This procedure assumes that local farmers are using
hand sprayers. However, in certain areas / regions farmers may be
using tractor mounted or towed sprayers. In such cases the procedure
will need to be adjusted, although the principles and basic questions
remain the same, eg tractor mounted boom vs airblast sprayers.
If no example sprayers are available, Handout 8.6a
can be distributed instead.
Ask:
• What are the most common types of hand sprayer used by farmers?
List the answers as headings on separate flip charts.
Take the first sprayer type and ask:
• What are the advantages of this type of sprayer?

• What are disadvantages?
List the responses on the flipchart under the relative headings.
Repeat for the other types of sprayer.
Summarise the results, using Handout 8.6, Advantages and Disadvantages

of Different Sprayer Types, as an example and to fill in any gaps.
Ask:
• What criteria should a farmer use when deciding to buy a sprayer?
8.6

- One of the four common reasons for the failure of a pesticide is concerned
with application.
- Pesticides cost the farmer money. They must be applied effectively for him
to obtain a return on his investment.
- Different volumes of water and droplet sizes are needed depending on
several variables – crop and growth stage, pest type, and pesticide type.
- Different nozzle types give different droplet sizes and spray patterns – the
correct nozzle type must be selected depending on the requirements of the
application.
- Different sprayer types have advantages and disadvantages – the use to
which they are to be put needs to be considered by the farmer before
purchase.
- Regular sprayer calibration, maintenance and nozzle replacement are
essential for effective pesticide application.
Refer participants to the IPM Circle

Say:
• We have now completed the IPM circle and explored all components.
Ask:
• What are the most important conclusions for you about IPM? Why?
8.7
Handout 8.1
Objectives of Using a Sprayer
The ultimate objective of using a pesticide is to:

– Protect the crop from economic damage or loss
– To do this in the most effective and economic way
(Pesticides cost money – they must be used effectively to
give the farmer a return on his investment)
The ultimate target of a pesticide is the pests
The intermediate target is usually the surface of the plant
A sprayer is used to break the spray mix up into droplets to be deposited on

plant or other target surfaces so as to give adequate and even coverage
To be most effective:
– There must be even coverage of the pesticide droplets over both
individual plants and the whole field.
– If the pesticide is not applied evenly, there will be areas of over- and
under-dosing, which are ineffective and increase losses and costs.
– Particularly with underleaf pests (aphids, whitefly, some diseases, etc)
there must be good coverage of the lower leaf surface for contact
pesticides to be effective.
– If the target area is limited, for example aphids only in certain parts of the
field or application to young seedlings, then spot- and band-spraying can
save pesticide, water and time.
8.8
Handout 8.2
Plant Coverage, Droplet Size, and Volume of Water
The objective of using a sprayer is to get the pesticide to the target pest, not
to drown the pests with water.
To achieve even plant and field coverage:

– It is the number of pesticide droplets deposited on the plant
which is important, not the volume of water used.
If droplet diameter is halved, eight times as many droplets are formed

from the same volume of spray mix.
If large droplets are produced by the sprayer:

– A large volume of water is needed to achieve the required number
of droplets on the plant.
If small droplets are produced by the sprayer:

– A small volume of water is needed to achieve the required number
of droplets on the plant.
8.9
Handout 8.3
Advantages and Disadvantages of Large and Small Droplets
Bait (B)Large Droplets Small Droplets
Advantages Disadvantages Advantages Disadvantages
Less liable More liable to

to drift drift
Less likely to More likely to

evaporate evaporate
before hitting before hitting
plant surface plan surface
Poor coverage Better

of lower leaves coverage of
and under-leaf lower leaves
surfaces and under-leaf
surfaces
More liable to More even field

uneven field coverage
coverage
Need larger Need smaller

volumes of volumes of
water water
Run-off from No run-off

plant surfaces from plant
surfaces
• Large droplets are used for the application of herbicides so as to

minimise drift
• Small droplets are used for the application of insecticides, acaricides and
fungicides to optimise crop penetration and underleaf coverage
8.10
Handout 8.4
Nozzles
Full Cone / - Produce a cone shaped spray. With cone nozzle,

Hollow Cone the full area of the cone has spray droplets, with
hollow cone nozzle the droplets are only on the
outside of the cone.
- Full cone nozzles usually fitted only to air-blast
sprayers or tractor boom sprayers, hollow cone
nozzles used with hand operated equipment.
- Droplet size tends to be small, and there is a
risk of spray drift.
- Used at higher pressures than flat fan or
deflector nozzles.
- Most commonly used for application of
insecticides, acaricides and fungicides.
Flat Fan / - Produce a fan shaped spray.

Even Spray - Droplet size tends to be large, with a low risk
Flat Fan of spray drift.
- Flat fan nozzles deposit most spray directly under
the nozzle tip, so used on tractor mounted boom
sprayers, where several nozzles can overlap,
producing an even spray pattern.
- “Even spray” flat fan nozzles produce an even
deposit of spray across the fan, and are thus
suitable for hand operated equipment.
- Most commonly used for the application of
herbicides.
- May reduce the effectiveness of insecticide,
acaricide and fungicide application.
Deflector - Also known as “flooding” or “anvil” nozzles.

- Droplet size tends to be large, with a low risk
of spray drift.
- Give a relatively even deposit of spray across
the fan.
- Most commonly used for the application of
herbicides.
- May reduce the effectiveness of insecticide,
acaricide and fungicide application.
8.11
Handout 8.4a
Nozzles
Hollow Cone Nozzle
Flat Fan Nozzle
Deflector Nozzle
8.12
Handout 8.5
Sprayer Calibration and Maintenance
Sprayer Calibration
• Accurate calibration of a sprayer is essential to ensure that the correct

amount of pesticide is applied to the target area.
• Involves measuring the output of the sprayer, the width of the spray pattern
produced, and the speed at which the sprayer is moving over the ground.
• Once these factors are known, the amount of spray mix applied to the
target area can be calculated.
• If necessary, adjustments can then be made to one or more of these

factors (or to the mixing rate of the pesticide in the water or to the
pressure), to ensure that the correct amount of pesticide is applied.
Sprayer Maintenance
• Regular maintenance is essential to ensure that the sprayer is working

correctly, and for safety (no leaks).
• Nozzles should be replaced regularly – at least at the beginning of

each season, more often if the sprayer is used frequently.
• Seals should be regularly checked for leaks, and replaced as necessary.
• A small toolkit (screwdriver and spanners of suitable sizes) should be

available to effect immediate repairs. These are sometimes provided
with the sprayer.
8.13
Handout 8.6
Comparison of Sprayer Types
Pressure (Compression) Sprayer

Cheap purchase cost. Pressure rapidly drops, with
reduction in output and
increase in droplet size.
Can be used for insecticides, Requires frequent re-pumping

fungicides, herbicides. to maintain pressure.
Very low work rate (ha/day)
Hand operated knapsack

Cheap to moderate purchase cost. Low work rate (ha/day)
Low volume of water Not suitable for use in orchards

unless extension fitted to lance
Good coverage of plants and field Cheaper versions have a short

working life, and are prone to
breakdowns and leaks.
Low operating costs
Can be used for insecticides,

fungicides, herbicides.
Motorized knapsack mistblower

Low volume of water High purchase cost.
Good coverage of small plants Understanding of drift technique

and field. essential to obtain good coverage.
High work rate (ha/day) Not suitable for use in tall crops
and orchards unless additional
spray mix pump fitted.
Not suitable for application High operating costs.

of herbicides.
Liable to breakdown and requires

high levels of maintenance.
Higher risk of spray drift.

8.14
ULV Sprayer
Cheap to moderate purchase cost. Understanding of drift technique
essential to obtain good coverage.
No water needed. Hazards associated with

application of concentrated
formulations.
Good coverage of plants and field. Moderate operating cost

(needs batteries).
High work rate (ha/day) Higher risk of spray drift.
Can be used for insecticides, Different type of ULV sprayer

fungicides, herbicides. needed for herbicides
Not suitable for use in orchards.
8.15
Handout 8.6a
Sprayer Types
Pressure (Compression) Hand operated knapsack
Motorized knapsack mistblower ULV
8.16
9 HEALTH AND SAFETY

This session introduces the basics of health and safety when using pesticides.
It begins with a discussion on the relationship between pesticide hazard,
exposure and risk. The next activity brainstorms the routes by which pesticides
enter the body, and common causes of exposure. The trainer then gives a short
presentation on the possible harmful effects of pesticides.
The workgroup homework assignment from Session 6 was to prepare

flipcharts on symptoms of pesticide poisoning and first aid measures. All
workgroup flipcharts are put up, but rather than a simple flipchart presentation,
the trainer reviews only the symptoms of poisoning. The situation analysis and
first aid measures developed by the workgroups are then enacted by
volunteers in Role Plays, with the trainers taking the part of 'farmers', one of
whom is suffering from pesticide poisoning. Trainers need to prepare for this
activity before the session starts.
In the final activity, the trainer presents the essentials of protective clothing,
and the full group brainstorms possible alternatives if specially made clothing is
not available.
Session Objectives
• Describe the relationship between pesticide hazard, exposure and risk.
• State the routes by which pesticides enter the body, common causes of
exposure, and the harmful effects of pesticides.
• Describe the general symptoms of pesticide poisoning and how to give basic
first aid to a victim.
• Select the correct protective clothing for a pesticide activity, and advise on
possible alternatives if specially made clothing is not available.

• Food and drink (bread, biscuits, tea, water).
• Bottles of water.
• Pesticide container.
• Pesticide measuring / mixing equipment
TOTAL TIME: 2 hours 5 miuntes
9.1
9 HEALTH AND SAFETY

previous session.

Say:
• In previous sessions we investigated the various components of IPM and
how they are linked together. In this and the following session we will look
at the possible risks of using pesticides to humans, animals, and the
environment, and how these risks can be minimised.
2. Presentation / Discussion – Hazard, 10 minutes

Exposure and Risk

- For participants to understand the meanings and the relationship between
pesticide hazard, exposure and risk.
Ask:
• Have any participants seen or heard of anyone suffering from
pesticide poisoning?
Say:
• We have all heard about farmers and others being poisoned by pesticides.
Before we go into more detail of pesticide poisoning, we need to be
aware of the principles underlying the risk from using a pesticide.
Present Handout 9.1, Hazard, Exposure and Risk.
Ask if participants have any questions.
9.2
9 HEALTH AND SAFETY
3. Brainstorming / Discussion – Ways in 15 minutes

Which Pesticides Enter the Body

- Participants know the main routes through which pesticides enter the body.
- Participants are aware of common causes of pesticide exposure.
Ask:
• What are the main routes through which pesticides can enter the body?
• What would be common reasons for pesticides to enter the body through
these routes?
As participants give their responses to the first question, put the routes on the
flipchart as main headings.
As they give responses to the second question, list the reasons under the
headings.
When there are no more responses, use Handout 9.2, Routes of Exposure and
Common Causes, as a checklist to fill any gaps.
Emphasise:
The most common route of exposure is dermal (through the skin).
The primary safety consideration is to avoid exposure.
4. Presentation – Harmful Effects 10 minutes

- Participants understand the three main types of harmful effects
to humans of pesticides.
Present Handout 9.3, Harmful Effects.
Ask if participants have any questions.
9.3
9 HEALTH AND SAFETY
5. Review of Homework Assignment – 15 minutes

General Symptoms of Poisoning

- Participants are able to recognise the general symptoms of pesticide
poisoning.
Remind participants that their homework assignment at the end of Session 6

was:
You are walking from one village to the next and come across a farmer
behaving strangely. You suspect pesticide poisoning.
• What objects would you look for to help confirm your suspicion of pesticide
poisoning?
• What symptoms in the victim would you expect to see?
• What actions would you take?
Ask the workgroups for the homework assignment to put up their posters, but
they should not present the results.
Review their responses to the second homework question, 'What symptoms

would you expect to see', using Handout 9.4, General Symptoms of Acute
Pesticide Poisoning, as a checklist of symptoms, correcting and adding as
necessary.
6. Role Play – Basic First Aid 40 minutes

- Participants are able to give basic first aid and take the correct actions.
- This knowledge is tested in a practical situation.
Say:
• We have now covered the general symptoms of pesticide poisoning from
your homework assignment. However, the assignment had two additional
questions, and we will now cover these, particularly First Aid.
9.4
9 HEALTH AND SAFETY
Ask:
• Which group would like to go first?
When one group has volunteered, ask their presenter to step outside the room
for a few minutes.
TRAINER NOTE: The trainers need to prepare for these role plays in
advance with the necessary materials.
ROLE PLAY #1 – CONTAMINATED FOOD.
You will need some food and drink (eg bread, biscuits, tea), some water
in a bottle, and a clean pesticide container.
ROLE PLAY #2 – PESTICIDE SPLASHED IN THE EYE DURING MIXING.
You will need some water in a bottle, some pesticide measuring
equipment, and a clean pesticide container.
Explain to the remaining participants that the homework assignment was not
just about preparing flipcharts, but to think about first aid procedures and
actions. Rather than a simple flipchart presentation, we are going to 'present'
practically through a Role Play.
Emphasise:
The role plays are intended to put their group-prepared theoretical
knowledge into practice – without warning, as would happen in real life.
If their first aid skills turn out to be in need of improvement, this is part of
the self-evaluation and learning process.
Ask who would like to play the roles of a poisoning victim and his friend in the
first role play.
Role Play #1:

The two volunteers should set themselves up as 'farmers' having a break from
spraying, and eating and drinking. One 'farmer' should pretend to be suffering
from poisoning (nausea, dizziness, confused, etc). The other 'farmer' should be
ready to answer questions and help the group presenter administer first aid.
Ask the group presenter to come into the training room so that he is
immediately presented with the poisoning situation. The unaffected 'farmer'
should say to the presenter that there is something wrong with his friend, but
he does not know the reason. Ask for the participant's help.
Let the participant then take over and administer first aid to the affected 'farmer'.
9.5
9 HEALTH AND SAFETY
Role Play Debrief:
Ask the other participants:
- Did the volunteer analyse the situation correctly?
- Did he take the correct first aid actions?
- Would they have done anything differently?
Ask for another participant to volunteer for Role Play #2, and again ask them
to leave the room.
Ask for another two volunteer 'farmers' from the other participants.
Role Play #2:

The volunteers should set themselves up as 'farmers' who are mixing a
pesticide ready for spraying. One 'farmer' should pretend to be suffering from
pesticide splashed in the eye (burning eye, dizziness, confused, etc). The other
'farmer' should be ready to answer questions and help the participant
administer first aid.
Ask the other volunteer to come into the training room so that he is immediately
presented with the poisoning situation. The unaffected trainer should say that
his friend has splashed pesticide in his eye, and to ask for the volunteer's help.
Let the volunteer take over and administer first aid to the affected 'farmer'.
Role Play Debrief:
Ask the other participants:
- Did the volunteer analyse the situation correctly?
- Did he take the correct first aid actions?
- Would they have done anything differently?
Review Handout 9.5, Basic First Aid, pointing out where the volunteers
followed the correct first aid actions, and what they and the other participants
may have missed.
9.6
9 HEALTH AND SAFETY
Emphasise:
This activity, Handout 9.5, and the Handbook cover basic first aid only.
Encourage participants to learn about additional first aid measures after the
course, such as artificial respiration, when and how to induce vomiting if
necessary, or how to treat an unconscious person.
TRAINER NOTE: Handout 9.5 contains some sources of information

and advice on the treatment of pesticide poisoning.
It would be useful to look up local telephone numbers for poison control
centres, doctors and hospitals prior to the start of the course, so that
these can be given to participants together with Handout 9.5.
Also, encourage participants to establish contacts with local doctors
and hospitals and for them to provide these with the sources of
information on the specific treatment of individual pesticides.
7. Presentation / Brainstorming – 20 minutes

Protective Clothing

- Participants understand the importance of protective clothing.
- Participants are aware of alternatives to purchased protective clothing.
Present Handout 9.6, Protective Clothing.
Ask:
• Farmers very often do not use protective clothing because none is available
or it is expensive. What alternatives could they use to protect themselves
from exposure to pesticides?
Write participant responses on the flipchart, using Handout 9.7, Alternatives

to Specially Made Protective Clothing, as a checklist.
Distribute Handouts 9.6 and 9.7 to participants
9.7
9 HEALTH AND SAFETY

- The primary consideration to reduce risk when handling or using a pesticide
is to avoid exposure.
- The most common route of exposure is through the skin.
- Many of the symptoms of pesticide poisoning are similar to illnesses –
anyone who has been handling pesticides and develops symptoms should
see a doctor.
- Participants should familiarise themselves with local emergency numbers and
establish contacts with doctors and hospitals.
- Protective clothing only protects if it is undamaged and clean.
Refer participants to the IPM circle.
Ask:
• Can the knowledge of IPM we have gained in previous sessions help with
health and safety aspects?
• How?
9. Homework Assignments
Assignment 1
• Ask three of the participants to prepare a 10 minute summary of the days
activities, results and conclusions to present to the full group at the beginning
of the next session as a reminder of today's activities.
Assignment 2

- For participants to reflect on what they think is the environment in
preparation for this Session.
Ask individual participants to prepare for the next session by:
By major points only, write down what you think is the environment, what
makes up the environment, and why we should protect it.
9.8
9 HEALTH AND SAFETY
Handout 9.1
Hazard, Exposure and Risk
Hazard is the inherent property of substance to cause adverse effects.
Exposure is the amount of time a person is in contact with the substance,

or how much they get on their body.
Risk is the probability of adverse effects from using the substance,

and is the combination of Hazard and Exposure.
RISK = HAZARD X EXPOSURE
Every time a pesticide is used, there is an associated Risk:
Risk depends on the hazard of the pesticide combined with exposure

during the conditions under which the pesticide is handled or used.
A pesticide formulation has an inherent hazard. To reduce the risk:
RISK REDUCTION = EXPOSURE REDUCTION
9.9
9 HEALTH AND SAFETY
Handout 9.2
Routes of Exposure and Common Causes
Dermal through the skin, or the eyes.
Inhalation breathing into the lungs through the nose or mouth.
Oral swallowing through the mouth.
Common Causes of Pesticide Exposure
Dermal Eyes Inhalation Oral
Not washing Rubbing eyes or Handling Not washing

hands after forehead with pesticides in hands before
handling contaminated confined or eating, drinking
pesticides or gloves or hands poorly ventilated or smoking
containers areas
Splashing or Splashing Handling dusts Splashing

spilling pesticide pesticide in the or powders pesticide into
on the skin eyes the mouth
Wearing Pouring dry Using an Storing

contaminated formulations inadequate or pesticide in
clothing without wearing poorly fitting drink bottles
goggles respirator
Being exposed Being exposed Being exposed Accidentally

to pesticide drift to pesticide drift to pesticide drift applying
pesticide
to food
Applying Applying Applying

pesticides in pesticides in pesticides in
windy weather windy weather windy weather
Leaking sprayers
Touching treated
plants, livestock
or soil
The primary safety consideration is to AVOID exposure
See also CropLife International Guidelines for the safe and effective use of
crop protection products: www.croplife.org
9.10
9 HEALTH AND SAFETY
Handout 9.3
Harmful Effects
Acute Occur immediately - Poisoning symptoms

after exposure, within (see Handout 9.4).
minutes or hours. - Physical effects:
- Mouth, throat, stomach burnt.
- Lungs burnt.
- Eyes burnt.
- Skin blistered, cracked.
Delayed Take time to appear, - Cancer.

may be years after - Damage to internal organs.
exposure.
Usually caused by
repeated exposure,
but may be due to
single exposure.
Allergic Affect some people, - Asthma (difficulty in breathing).

but not all. - Skin irritation (rashes, blisters,
Usually require sores).
repeated exposure - Eye irritation (itching, watering)
before they appear. - Nose irritation (sneezing)
• Possible effects are intensely studied prior to product registration,

particularly the first two (allergic effects often depend on an individual
person's reaction to exposure). High doses are used with test animals to
determine what possible short and long term effects might occur.
• These risks are accounted for when a product is registered.
• Provided the label recommendations for the handling and use of the
product are followed, the potential effects are not expected to occur.
9.11
9 HEALTH AND SAFETY
Handout 9.4
General Symptoms of Acute Pesticide Poisoning
General Symptoms
Many of the symptoms of acute pesticide poisoning are similar to illnesses,

such as flu or food poisoning.
Anyone who has been handling pesticides and develops suspicious symptoms
should see a doctor, taking the pesticide container with them.
Depending on the pesticide and amount of exposure, only some of the

symptoms may appear, and individual symptoms may appear at different times
after the exposure.
Initial Symptoms: Nausea, vomiting

Headache, dizziness
General weakness or tiredness
Tightness in the chest
Later Symptoms: Excessive sweating, salivation

Vomiting, diarrhea
Stomach cramps
Muscle twitches, cramps, aches
Blurred vision
Confusion
Fits or unconsciousness
9.12
9 HEALTH AND SAFETY
Handout 9.5
Basic First Aid
First Aid is the initial treatment of an affected person, before seeking proper
medical attention.
Follow the product label instructions on first aid if available
The First Action is to remove the person from the source of exposure by
removing pesticide from the skin, removing contaminated clothing, or getting
the person to fresh air. While doing this, be careful not to contaminate yourself.
Pesticide on the Skin (follow label instructions if available)

• Drench skin and clothing with plenty of water.
• Remove contaminated clothing.
• Wash hair and skin with soap and water. If available, a shower is the best
way to thoroughly wash and rinse the whole body.
• Dry the victim, and wrap in a blanket or any clean clothing. Do not allow the
victim to become chilled or overheated.
• If the skin is burned, or otherwise injured, cover immediately with a loose,
clean, dry, soft cloth or bandage.
• Do not apply ointments, greases or powders to burns or injured skin.
Pesticide in the Eye (follow label instructions if available)

• Wash the eye(s) quickly but gently.
• Hold the eyelid open and wash with a gentle drip of water flowing across the
eye rather than directly onto it. If a tap is not available, a tea pot, or similar,
can be used.
• Rinse for 10 minutes or more.
• Do not use chemicals in the rinse water.
Pesticide Inhaled (follow label instructions if available)

• Get the victim to fresh air immediately.
• Warn other people in the area of the danger.
• Loosen tight clothing that would restrict breathing.
Pesticide Swallowed (follow label instructions if available)

• Repeatedly rinse mouth with plenty of water.
• Do not induce vomiting if you can get the victim to a doctor within one hour.
• Never induce vomiting if the victim is unconscious or having convulsions
• Never induce vomiting if the victim has swallowed a corrosive poison, as it
will burn the throat and mouth as severely coming up as it did going down. It
may also get into the lungs and cause burning there. Similarly, never induce
vomiting if an emulsifiable or oil solution has been swallowed, as these can
cause death if inhaled during vomiting.
Take the affected person to a doctor as quickly as possible,

taking the pesticide container or label. 9.13
9 HEALTH AND SAFETY
Sources of information / advice on pesticide poisoning:
• The pesticide label
• The pesticide manufacturing / importing company (information on the label)
• Local emergency phone numbers - doctors, hospitals, etc
• Local poison control centres. Worldwide poison centre locations

can be found at the WHO website:
http://www.who.int/ipcs/poisons/centre/directory/en/index.html
• Pesticide poisoning diagnostic tool (to identify pesticide from poisoning

symptoms): http://www.pesticideinfo.org/Search_Poisoning.jsp#Identify
• WHO training manuals on pesticide poisoning (intended for medical staff):

http://www.who.int/ipcs/poisons/training_manual/en/index.html
• US EPA Recognition and management of pesticide poisonings:

http://www.epa.govv?opp00001/healthcare/handbook/handbook.htm
• Specific medical treatment for individual pesticides:

http://www.intox.org/databank/pages/chemical.html
http://www.inchem.org/pages/pims.html
9.14
9 HEALTH AND SAFETY
Handout 9.6
Protective Clothing
Protective Clothing is clothing and other devices worn to keep pesticides

away from the body and minimise exposure.
The minimum amount to wear for an activity is given on the label.
Protective clothing only protects if the pesticide remains on the outside.
Torn, damaged, or broken protective clothing must not be worn, as pesticide

can enter and be trapped next to the skin.
Body Protection
- Overalls, collar fastened.
- Cotton or canvas hat, preferably with wide brim.
Hand and Foot Protection

- Rubber gloves and boots when handling concentrates.
- Gloves and boots should be unlined. Fabric lining can trap pesticide and is
impossible to clean.
- Trousers outside boots, not tucked inside.
Eye and Face Protection

- Safety glasses or goggles when there is a risk of dusts or mists, such as
mixing dry formulations and spraying.
- Face shields when there is a risk of splashing, such as mixing liquid
formulations.
Inhalation Protection
- Dust or mist masks that cover the nose and mouth when there is a risk
of dusts or mists.
- Must be disposed after use.
- Respirators (face piece with filter canisters attached) usually only
needed for specialised operations, or when mixing and applying more
toxic products.
See alsoCropLife International Guidelines for personal protection when using
All protective clothing must be washed or cleaned after use.
crop protection products in hot climates: www. croplife.org
9.15
9 HEALTH AND SAFETY
Alternatives to Specially Made Protective Clothing
Specially made protective clothing is not always available, or is expensive.

Other approaches which have been used include:
Body Protection
- Long sleeved shirt and trousers.
- Shirt collar fastened, sleeves down, cuffs buttoned.
- Baseball hat.
Hand and Foot Protection

- Strong plastic bag on each hand.
- For spraying operations only, canvas shoes.
Eye and Face Protection

- Sunglasses or glasses (only give minimal protection).
Inhalation Protection
- For spraying operations only, a cloth tied over the nose and mouth.
All protective clothing must be washed or cleaned after use.
9.16
10 THE ENVIRONMENT AND CONSUMER PROTECTION

The purpose of this session is for the participants to understand what is meant
by the environment, how pesticides can get into the environment, and the
adverse effects of pesticides in the environment.
The session begins with a full group interactive discussion about the homework
assignment, which was that participants write down what they think is the
environment, what it includes, and why we should protect the environment.
This discussion among peers sets the tone for Session 10.
The next table group task in the session asks participants to rate the "degree
of problem" of farmer practices that cause or potentially cause environmental
contamination. The participant outputs of this activity are further explored in
the form of "what if" situations to enable participants to practice correct
advice that should be given to farmers so as to avoid environmental
contamination. Finally, participants explore means by which any adverse effects
of pesticides on food and on consumers can be minimised and how IPM can
assist in this.
Session Objectives
• Define the meaning of the word “environment.”
• Identify potential sources of pesticide contamination into the environment
based on current knowledge of farmer practices, and how pesticides can
move in the environment.
• Describe sensitive areas in the environment.
• Explain the concept of residues on food crops and pre-harvest intervals.
• Give advice on the appropriate practices for preventing pesticide
contamination of food.
10.1
Welcome participants to Session 10 and the last day of the course.
conclusions from sessions 7 to 9.

Say:
• In our sessions on chemical control we identified that a risk is involved with
pesticide use. In this session we will look at the possible risks to the
environment and consumers, and how these risks can be minimised or
avoided.
Present the session objectives, give a brief overview of the procedures, and
explain that all handlers and users of pesticides have a responsibility to protect
the environment and consumers.
2. Interactive Discussion – Review of 15 minutes

Homework Assignment – The Environment

- For participants to reflect on what they think is the environment in
preparation for this Session.
Remind participants that their homework assignment was to:
By major points only, write down what you think is the environment, what
makes up the environment, and why we should protect it.
Ask several participants to:

• Present their idea of what is the environment and what makes up the
environment.
When there are no more ideas on this topic,
Ask several other participants:

• Why should we protect the environment?
List all responses from both questions on the flipchart.
10.2
Ask:
• What are the most likely sources of environmental contamination from
pesticide use?
List responses on another flipchart.
Where not covered by participants in homework assignment, present the key

points from Handout 10.1, The Environment.
Ask:
• Why should farmers care about how pesticides could affect the
environment?
Emphasise:
We bring the pesticides into the community, so we have responsibility for
their safe transport, storage and use.
Concern for effects on our children, families, and animals.
3. Working Groups – 15 minutes

Sources of Contamination

- To reflect on common sources of pesticide contamination.
Say
• Good advice is based on good observation and understanding of farmer
practices. Say that we want to explore what they currently know about
farmer practices with pesticides that could be contaminating the
environment.
Working Group Task
1) Consider the potential sources of contamination we identified in the last

activity:
(a) Storage and mixing sites
(b) Excess spray application leading to run-off
(c) Spray drift
(d) Washing water – personal, equipment, clothing
(e) Spills
(f) Improper disposal of containers
(g) Left-over pesticide mix
10.3
2) Using a 1-5 scale, with "1" being "No Problem" and 5" being "Major
Problem," agree as a group on a rating of farmer practices for potential
sources of contamination.
3) Include examples where you have actually seen farmer practices which have
contaminated the environment and which determined your group's ratings.
Ask each group to present their ratings for each potential source of
contamination.
If there are any big differences in ratings between the groups, ask why.
Summarise the most common / highest ratings. Say that we will come back to
these practices and examples later in the session.
5. Interactive Discussion - Pesticide

10 minutes
Movement in the Environment, and
Sensitive Areas

- To identify the possible ways that pesticides can move through the
environment.
- To identify areas particularly sensitive to pesticide contamination.
Ask:
• What are the possible ways that pesticides can move from the source of
contamination into the environment?
Add to participant responses by referring to the contents of Handout 10.2,

Pesticide Movement in the Environment.
Ask:
• What are especially sensitive areas in the environment where we would not
want to see pesticide contamination?
Add to participant responses by referring to the contents of Handout 10.3,

Sensitive Areas.
10.4
6. Interactive Discussion – Pesticide 10 minutes

Residues and Pre-Harvest Intervals

- To understand the concepts of pesticide residues on food, and the factors
which affect the length of the pre-harvest interval.
Continue the discussion from Procedure 6 and explain the concept of residues
on food crops from Handout 10.3, Residues on Food Crops.
Remind participants that pre-harvest intervals are specified on the pesticide

container label, as discussed in Session 7, Procedure 5.
Ask:
• Assuming the pesticide had been applied correctly, following all the
recommendations, what would be the factors which would determine the
length of the pre-harvest interval?
After some discussion of these questions, summarize by emphasizing the key

points from the contents of Handout 10.3, Pre-Harvest and Re-Entry Intervals.
7. “What if” Situations from Examples 20 minutes

of Farmer Practices – Advice on
Correct Practices

- To consolidate the knowledge gained in the above procedures;
- To further refine participant skills in dealing with farmers.
Refer to the flipchart results from Activity 4 where examples of farmer

practices that participants had seen as sources of contamination were
recorded.
Take one example and say:

• What if you observed a farmer… (e.g., emptying a sprayer in, or close to, a
canal). What advice would you give the farmer on the potential effects of
his actions, and how to minimise environmental contamination?
Take a response from one participant, and ask if anyone would give
different advice.
Repeat for two or three more examples from the flipchart.

10.5

Consumer Protection

- To reflect on how consumers can be protected from any adverse affects
of pesticides, using the knowledge gained throughout the course.
Explain that, using the knowledge gained throughout the course about
pesticides and pesticide use, we will now reflect on how the effects of
pesticides on the food we eat and on consumers can be minimized.
Ask:
• How can farmers best avoid any adverse effects of pesticide residues on food?
List participant answers on the flipchart.
Summarise the results, using Handout 10.4, Consumer Protection, as a

checklist.
Emphasise:
Residues on food crops can be minimised or avoided, and consumers
protected, by following IPM principles.
5 minutes
9. Conclusions

- The environment is everything around us and we are dependent on it for
our survival.
- Since we bring pesticides into the community, we have a responsibility to
ensure they are used correctly to protect the environment for our children,
families and animals.
- We can best protect the environment and consumers of our produce by
following the principles and practices of IPM.
Ask:
• What information about pesticides and the environment was most
meaningful for you today?
10.6
Handout 10.1
The Environment
Includes everything around us
• “Natural” elements – soil, water, air
• Plants, animals, indoors / outdoors, houses, gardens, offices, etc,
We are dependent on the environment for our survival
Sources of Environmental Contamination
• Storage and mixing sites
• Excess spray application leading to run-off
• Spray drift
• Washing water – personal, equipment, clothing
• Spills
• Improper disposal of containers
• Left-over pesticide mix
10.7
Handout 10.2
Pesticide Movement in the Environment
Volatilisation from treated surfaces
Drift during application
Washing from treated surfaces to the ground / soil

• Rain
• Dew
• Overhead irrigation
Incorporated into the soil with crop residues
Removal from field as residues on crop surfaces

• Vegetables
• Fodder
• Fuel
Removal from the field on contaminated equipment

• Spraying and mixing equipment
• Clothing
• Containers
Carried across the field in irrigation water
Leaching through the soil into ground water
10.8
Handout 10.3
Sensitive Areas
Indoors
• All areas where people – especially children, pregnant women,
elderly, sick – live, work or are cared for.
• Places where food is processed, stored, prepared or eaten.
• Places where domestic animals are kept, live and eat.
Outdoors
• Areas near open / surface water
• Where ground water is near the surface
• Near schools, playgrounds, hospitals
• Where honey-bees are active
• Near non-target gardens, food or fodder crops
Residues on Food Crops

• Pesticides are applied to food crops to protect them from loss and damage
• These pesticides leave a residue which could be hazardous if the
crop is eaten
Pre-Harvest and Re-Entry Intervals

• The Pre-Harvest Interval is the period in days between the pesticide
application and harvest so as to allow time for the pesticide to degrade
• Length of pre-harvest interval depends on the toxicity of the pesticide
and its rate of degradation or persistence
• Intervals are longer for pesticides of high toxicity and with slow rates of
degradation
• With any crop, the Re-Entry Interval specified on the pesticide label
should be observed before entering a treated crop – put up signs, warn
people that the field has been treated
10.9
Consumer Protection
Farmers
Read the product label for any particular precautions to take
Use all appropriate practices to manage pests
Use pest scouting and treatment spray thresholds for pesticide applications
Use only the recommended pesticides at the correct dose for the crop / pest
Apply pesticides effectively and efficiently
Avoid pesticide drift when spraying so as to avoid contaminating other crops
Dispose of empty pesticide containers and left-over spray mix safely so as

to avoid contaminating other crops
Observe the pre-harvest interval
IN OTHER WORDS:
FOLLOW THE PRINCIPLES AND PRACTICES OF IPM!
Course Participants
With the knowledge of IPM obtained from this course, be prepared to

explain to consumers in the community that pesticides are an integral part
of crop production and offer no risk when they have been handled and
applied correctly.
10.10
11 POST-COURSE EVALUATION

During Session 1 the participants sat a pre-course evaluation to assess their
level of IPM knowledge prior to attending the course. The first participant
activity of this session is to sit the same test again so as to evaluate their
change in knowledge as a result of the course. It was for this reason that
participants did not receive their pre-course test papers back following the
pre-course evaluation in Session 1.
Participants then complete a course evaluation questionnaire while the trainers

mark the papers, after which the pre- and post-course marks are given to the
participants and they receive both sets of answer papers.
Certificates are then presented to the participants showing their attendance at

the course. The presentation could be by the trainers, or perhaps by an invited
local Ministry of Agriculture, Health or Environment official, or a representative
of a private sector pesticide, agrochemical, or farmer association.
Following the presentation of Certificates, the course is officially closed.
Session Objectives
By the end of the session, Participants will be able to:
• Evaluated their changes in knowledge of IPM.
• Received a Certificate of Attendance and a copy of the Handbook.
• Established networking contacts with other participants if these did not
previously exist.
By the end of the session, Trainers will have:

• Evaluated individual participant changes in knowledge of IPM.
• Received feedback from participants on the structure and contents of the
course, and any suggestions they have for improvement.
• Established networking contacts with the participants if these did not
previously exist.
11.1
Welcome participants to the final Session of the course.
2. Course Summary 10 minutes

- To summarise the main course messages for participants.
Say:
• The formal part of this IPM course is now completed.
• You hope that the participants have increased their understanding and
knowledge of IPM – and enjoyed themselves in the process.
• Thank all the participants for their enthusiasm, contributions, and involvement.
Refer participants to the IPM Circle for a summary of the final course
messages:
Say:
• We have completed the IPM circle and explored all components.
• We have discovered that IPM involves using all appropriate crop and pest
management practices to reduce pests and damage to an acceptable level.
• IPM is farmer based, it takes economics into consideration, it optimises
input use, maximises yield, and minimises negative effects.
• IPM starts with growing a healthy crop.
• IPM is not a fixed package of recommendations, but must be flexible with
the methods utilised depending on the local situation and farmer resources.
• We have also looked at safety, environment, and consumer protection,
which are all enhanced by following IPM principles.
• IPM avoids or minimises the possible risks associated with chemical control.
• IPM provides for sustainable farming systems, and protects the
environment on which we depend for our survival.
• We have also discovered that providing farmers with practical, effective,
simple and beneficial advice on IPM principles can be of benefit to us in our
work by developing increased trust.
Review the Overall Goals of the training course from Session 1.

• Have these Overall Goals of the training course been met?
11.2
3. Post-Course Evaluation 30 minutes

- To evaluate participant's changes in knowledge of IPM after
attending the course.
Distribute Handout 11.1, Post-Course Evaluation.
This is a same multiple choice evaluation with 25 questions as given in Session

1, Procedure 4. Ask the participants to put a tick or cross in the box next to
what they think is the correct answer to the question.
Allow 20 minutes for the participants to complete the test, then collect the
papers. Make sure that the participants have written their names on the papers.
4. Participant Course Evaluation, 30 minutes

Networking, and Marking of Papers
Distribute the compiled list of participant contact details prepared from

Handout 1.4, distributed in Session 1. Ask participants to check that their
details are correct.
Distribute Handout 11.2, Participant Course Evaluation.
Say that participants can now have a short break while you mark the papers.
Ask them to complete Handout 11.2 during this break. Ask one of the
participants to collect the completed questionnaires while you are marking the
post-course papers.
Encourage them to establish longer term relationships and contacts during this
period (if they have not already done so) as these could be valuable in the
future, particularly if participants are from both the public and private sectors.
Mark the papers.
11.3
5. Evaluation Results 20 minutes
Present the post-course evaluation results to participants. Compare these to

the pre-course results, congratulating those who have made good progress,
particularly those who had low marks at the start of the course and who have
improved their results.
Give each participant both sets of their answer papers.
TRAINER NOTE: In certain countries, public announcement of the

results could be sensitive to participants. In these circumstances the
trainers should use their local knowledge to decide how best to present
the results, if at all.
It is important, however, that individual participants receive their
marked pre- and post-course papers so that they can self-evaluate
their progress as a result of the course
• Has the course helped them to understand what is meant by IPM and how it
is implemented?
• Will this knowledge be of benefit to them?
• How will they use this knowledge?
• Now that they have the results, will the pre-and post-course evaluation help
them to identify their knowledge strengths and where these could be
improved?
• If this was their first experience of participatory training, what they liked / did
not like about the training method.
TRAINER NOTE:The trainers should make a note of the responses to

these questions. They will be useful in their course evaluation, and also
if necessary to make adjustments in the messages and means of
transmission in subsequent courses.
11.4
11 CERTIFICATE PRESENTATION AND COURSE CLOSURE
6. Presentation of Certificates 30 minutes

and Handbook
Present the Certificates of Attendance and a copy of the Handbook to

participants, either by the Trainers or by an invited government or private
sector representative.
If the latter, thank them for their interest and attendance, and give them time
for a short speech.
7. Course Closure 5 minutes
Officially close the course.
Again thank participants for their contributions, and the public or private sector
representative if they are present.
11.5
Handout 11.1
Participant Name
c) Is growing where it is not wanted.
a) Time of planting
a) Cultural control
c) Sanitation
c) Good crop management to produce a healthy crop with a high yield potential
b) Encourage insect pests and diseases.
b) Increases the risk of the build-up of soil pests, weeds and diseases
b) Less chemical control measures may be necessary
11.6
a) More common in fields which have not been sprayed with pesticides
b) Uses all available techniques in an overall crop / pest management programme.
c) Planting a resistant crop variety
b) One of the available tools in an overall crop and pest management programme.
a) The inherited ability of a pest to tolerate the toxic effects of a pesticide.
b) Identify the pest so that you know exactly what the problem is.
c) Fails to control the target pest
11.7
b) Using the wrong pesticide.
a) Pests which suck the juices of plants.
b) Restricts the use of the product to the specified crops, pests and dose rates.
b) To avoid contamination from pesticides which can be absorbed through the skin
a) The inherent property of the pesticide to cause adverse effects.
c) Through the skin
a) Emulsifiable concentrates
b) Wettable powders
c) Granules
11.8
22 The minimum amount of protective clothing to wear for a specific pesticide formulation and
activity is:
a) Overalls.
c) Given on the label of the pesticide container.
b) Avoiding excess application and run-off from the plants.
c) Everything around us.
a) Allow time for the pesticide to degrade.
11.9
Handout 11.2
Participant Course Evaluation
Excellent Good Average Poor Very Poor
Training method
Course contents
Course structure
Training venue
Trainer skills
Trainer knowledge
Food
Accommodation
Did the course

meet your
expectations?
Has the course

been of benefit
to you?
What did you

like best about
the course?
What did you

like least about
the course?
How could
the course
be improved?
Any other comments
11.10
11 PRE- AND POST-COURSE EVALUATION – ANSWERS
DO NOT GIVE THIS TO THE PARTICIPANTS!!!
X c) Is growing where it is not wanted.

X a) Time of planting
X a) Cultural control
c) Sanitation
X c) Good crop management to produce a healthy crop with a high yield potential
X b) Encourage insect pests and diseases.
X b) Increases the risk of the build-up of soil pests, weeds and diseases
X b) Less chemical control measures may be necessary
11.11
X a) More common in fields which have not been sprayed with pesticides
X b) Uses all available techniques in an overall crop / pest management programme.
X c) Planting a resistant crop variety
X b) One of the available tools in an overall crop and pest management programme.
X a) The inherited ability of a pest to tolerate the toxic effects of a pesticide.
X b) Identify the pest so that you know exactly what the problem is.
X c) Fails to control the target pest
11.12
X b) Using the wrong pesticide.
X a) Pests which suck the juices of plants.
X b) Restricts the use of the product to the specified crops, pests and dose rates.
X b) To avoid contamination from pesticides which can be absorbed through the skin
X a) The inherent property of the pesticide to cause adverse effects.
X c) Through the skin
X a) Emulsifiable concentrates
b) Wettable powders
c) Granules
22 The minimum amount of protective clothing to wear for a specific pesticide formulation and
activity is:
a) Overalls.

11.13
X c) Given on the label of the pesticide container.
X b) Avoiding excess application and run-off from the plants.
X c) Everything around us.
X a) Allow time for the pesticide to degrade.
11.14

IPM Facilitators Manual PDF

Uploaded by

Copyright:

Available Formats

IPM Facilitators Manual PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

IPM Facilitators Manual PDF

Uploaded by

Copyright:

Available Formats

Facilitator’s Manual

Objectives of the Course 3

Course Duration, Location, and Sponsorship 4

The “Introduction to IPM Handbook” and the “Trainers Manual” 4

Pre- and Post-Course Participant Evaluation 6

Preparation of Training Notes, Visual Aids and Training Equipment 6

Checklist of Training Materials Required 10

Session 1: Introduction to the Course

Session 2: Basics of IPM – Part Two

Session 3: Basics of IPM – Part Three

Session 4: Basics of IPM – Part Four

Session 5: Basics of IPM – Part Five

Session 6: Pesticides and Formulations – Part One

Session 7: Pesticides and Formulations – Part Two

Session 8: Toxicity, Health, and Safety

Session 9: Pesticide Application

Session 10: Environmental Aspects

Session 11: Post-Course Trainee Evaluation

REMEMBER THAT GOOD PREPARATION WILL TAKE YOU MORE

Session 1 Introduction to the Course

Objectives of the Course

There will be different levels of knowledge among the participants. However, it

The objective is not to give participants an excess of technical details - these

Course Duration, Location, and Sponsorship

Local sponsorship may be obtained to help fund or organise the course, or

The “Introduction to IPM Handbook” and the “Trainers Manual”

Pre- and Post-Course Participant Evaluation

Trainers should mark the pre-course as soon as possible. However, the

In certain countries, public announcement of the results could be sensitive to

Preparation of Training Notes, Visual Aids and

Flipcharts should be prepared of the objectives of each session, to be used in

Certain sessions require additional training equipment, such as pesticide

The Trainers should have a meeting to make sure preparations are

Sample questions are provided in many Session activities. These are

Sufficient numbers of all Handouts for participants must be printed or

• The course location and venue

Fix a day for collection / delivery of all items.

Checklist of Training Materials Required

1. Trainers manual and notes

2. Handbook on the Principles of IPM

10. File covers

11. Selection of pesticide containers / different types of formulations

12. Selection of labels of each hazard classification

13. Selection of pesticide data sheets / technical leaflets

14. Rubber gloves and other personal protective equipment (PPE)

15. Soap / water

16. Examples of different types of hand sprayers

17. Examples of different types of nozzles

18. Selection of illustrations of major insect pests, beneficial insects,

19. Pest management leaflets / booklets / recommendations

20. Any other suitable leaflets / booklets / recommendations available,

21. Scouting booklets, etc

Overview of the Session

Participants undertake a pre-course evaluation of their existing knowledge

TOTAL TIME: 2 hours

1. Introduction to the Training Program 15 minutes

Welcome participants to the first session of the training program. Introduce

2. Overall Training Program Goals 15 minutes

Refer participants to the overall programme goals (bullet 3 below).