GULU UNIVERSITY

Tel: 0471-4 32518 P. O. Box 166 Gulu, Uganda

FACULTY OF AGRICULTURE AND ENVIRONMENT

CAPACITY BUILDING OF NATURAL RESOURCE WORKERS FROM S.SUDAN AT GULU

UNIVERSITY

Funded by the Borlaug Institute

Implemented by Agribusiness and Technology Consult Ltd (ATEC), Gulu University

TRAINING REPORT

Agribusiness and Technology Consult; Faculty of Agriculture & Environment, Gulu University, Uganda, 2013
 Table of contents
Table of contents ........................................................................................................................................... 2
1.0 Introduction ........................................................................................................................................... 4
1.2 Training Objectives ................................................................................................................................. 4
1.3 Participants .............................................................................................................................................. 4
1.4 Modules delivered ................................................................................................................................... 4
1.5 Approaches used ...................................................................................................................................... 4
2.0 Training in Irrigation and Water Harvesting ............................................................................................... 6
2.1 Introduction ............................................................................................................................................. 6
2.2 Objectives of the module ......................................................................................................................... 6
2.3 Expected results/outcome ........................................................................................................................ 7
2.4 Training progress ..................................................................................................................................... 7
2.5 Course Evaluation and Assessment ....................................................................................................... 16
2.6 Conclusion ............................................................................................................................................. 16
3.0 Training in Electrical Generator Operation, Maintenance, and Applications ........................................... 17
3.1 Introduction ........................................................................................................................................... 17
3.2 Principles of operation and maintenance of generators ......................................................................... 17
3.3 Maintenance and operation of Petrol Engine generators ....................................................................... 18
3.4 Maintenance and operation of Diesel Engine generators ...................................................................... 18
3.5 Applications of generators – Welding ................................................................................................... 18
3.6 Applications of generators – Wiring ..................................................................................................... 19
3.7 Module Assessment ............................................................................................................................... 19
4.0 Training in Tractor Operations and Maintenance ...................................................................................... 20
4.1 Introduction ........................................................................................................................................... 20
4.2 Objectives of the module ....................................................................................................................... 20
4.3 Training Approaches ............................................................................................................................. 20
4.4 Overview of tractor operations .............................................................................................................. 20
4.5 Fuel Supply Systems ............................................................................................................................. 21
4.6 Tractor Performance Evaluation ............................................................................................................ 21
4.7 Tractor maintenance .............................................................................................................................. 21
4.8 Power Transmission Mechanism ........................................................................................................... 22
4.9 Tractor driving ....................................................................................................................................... 22
4.10 Hitching systems ................................................................................................................................. 23
4.11 Engine disassembly and assembly ....................................................................................................... 23
4.12 Plowing Operations ............................................................................................................................. 24
4.13 Assessment .......................................................................................................................................... 24
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5.0 Training Evaluations and Closure ............................................................................................................. 26
5.1 Training Evaluation ............................................................................................................................... 26
5.2 Closure of the Training .......................................................................................................................... 26
5.0 Conclusions and Recommendations .......................................................................................................... 28
5.1 Conclusions ........................................................................................................................................... 28
5.2 Recommendations................................................................................................................................. 28

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1.0 Introduction
This training report is from the three months training of Natural Resources Workers from Jonglei State,
South Sudan. The trainees were picked from Dr.John Garang Memorial University of Science and
Technology (JGMUST), Ministry of Agriuclture and Ministry of Livestock. The training was conducted
between May 4, to July 27 2013 at the Faculty of Agriculture and Environment, Gulu University.

1.2 Training Objectives

The Objective of the training was to equip Staff of the Dr. John Garang Memorial University of Science and
Technology and Ministry of agriculture and Livestock with Skill in Tractor operations and maintenance,
electrical generator operations and maintenance and irrigation and water harvesting techniques.

1.3 Participants
Seven participants were enrolled for this training, however due to disciplinary issues one participant
had to be discontinued and only six participants completed the training. Of the six who completed
the training, three were from the ministry of agriculture and forestry and two were from JGMUST.
Details of participants are presented in the table Table 1.
Table 1: Training Participants
No. Name Sex Institution County
1 Matiop Nun Thuch Male Ministry of Agriculture & Duk
Forestry
2 Male
Maduom Atem Thok ,, Twic East
3 Yoal Puok Ruei Male ,, Nyirol
4 Kume Pech Reath Male ,, Uror
5 Deng Mach Herjok Deng Male Dr. John Garang University Bor
6 Daniel Marial Patrit Malou Male ,, ,,

1.4 Modules delivered

Three modules were delivered to the participants during the 12 weeks of training. The modules
delivered included:
i. Tractor operations and maintenance
ii. Generator operations, maintenance, operations and applications
iii. Irrigation and water Harvesting
The general training program is provided in appendix I

1.5 Approaches used

Bearing in mind the low education levels of the trainee and their minimum level of understanding of
English, as a language of instruction, the training was designed to have more practical and direct
approach to show and impart the necessary skills to the participants without complicating the
training process. Approached used included hands on sessions, group discussions, group tasks,
motivational talks, field trips, experience sharing and lectures.
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At the beginning of each module a pre-training assessment was done to assess the participants’ level
of understanding and expectations from the module. This then set the tone and helped the
facilitators to tailor the training to meet the expectations of the trainees. This was helpful as it
guided the facilitators in setting the tone for the training to enable the participants grasp the basics
concepts in each of the training modules.
The following sections now describe the progress of the training, module by modules.

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2.0 Training in Irrigation and Water Harvesting

2.1 Introduction
Water harvesting (WH) for productive use is a proven technology for improving food security in
drought-prone areas, as well as ensuring the mitigation of problems caused by environmental
degradation and drought. Water harvesting technology is especially relevant to the semi-arid and
arid areas where these problems are prevalent. Water harvesting training is therefore an important
component of the package of remedies for the semi-arid regions, and there is no doubt that
implementation of WH techniques will contribute to provision of water for irrigation, domestic use
and livestock watering, with erosion control and recharge of ground water as additional advantages.
Water harvesting covers a wide range of different scenarios extending from individual household
collection systems to diversion of seasonal flows for small and medium scale spate irrigation
systems.

It was therefore be necessary to look into alternative strategies and technologies to satisfy the food
demand and to increase standards of living for the rural population in drought prone areas, such as
some parts of South Sudan where the trainees hailed from. Water Harvesting (WH) is such a proven
technology and its potential to increase crop yields significantly as well as to ensure a safer
domestic water supply in drought prone areas is increasingly recognized throughout the world.
However, as could be observed, extension staff have often no or only limited knowledge about the
various techniques and the associated socio-economic implications which in turn hampers the
dissemination and adoption of the technology on a larger scale. It is also necessary to look at water
harvesting as a system holistically not just the individual components of the system. The water
harvesting system comprises of the catchment area, conveyance, and storage and water utilization.
It was on this premise that the 17-day training module was designed, including two days of field
visits. At the start of the training, participants’ expectations were identified in order to facilitate
effective work planning. The main ones were found to be:
i. Need to learn how rainwater harvesting is practiced,
ii. Practically learn construction of water harvesting structures
iii. Learn techniques on how harvested water can be utilized,
iv. Practically handle irrigation water at a farm level,
v. Visit and interact with farmers who are practicing irrigation

2.2 Objectives of the module

This training module was designed to achieve the following specific objectives:

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 a) To raise awareness of participants in a largely unknown technology of water harvesting as
an alternative to irrigation.
b) To train participants in planning, and implementation of water harvesting structures for
improved rain-fed production with special emphasis to in situ techniques
c) To make participants familiar with the associated socio-economic problems which come
along with the implementation of water harvesting technologies
d) To familiarize participants on the use and maintenance of a treadle pump commonly used as
a water lifting device in rural areas
e) To train participants on the use of the harvested rain water for supplementary irrigation and
livestock watering.
f) To expose the participants to various field applications of the technologies learnt
2.3 Expected results/outcome
At the end of this training, participants are expected to:
1. Understand various techniques of rain water harvesting both micro and macro catchment
2. Operate and maintain a treadle pump
3. Construct small roof water harvesting tanks at household level of up to 5000 L
4. Plan, operate and maintain macro catchment water harvesting structures
5. Train farmers on in-situ water harvesting techniques
2.4 Training progress
Bearing in mind the individual needs and skills of the trainees, the training was designed to have
more practical and direct approach to show and impart the necessary skills to the participants
without unduly complicating the training process. Approaches used included group discussions,
group tasks, and motivational talks, experience sharing, lectures and field visits to private and
public sites where water harvesting and irrigation was being practiced. The following sections
summarize the training progress on a day-by-day basis.
Day one
Participants were taken through a round of self-introduction. This was aimed at enabling
participants and facilitators to get to know each other. A pre-training assessment then followed
where participants were asked to mention what they expected from the training and were assessed
indirectly. Judging by the expectation raised, participants had an idea on water harvesting the
conventional way but were not exposed to supplementary irrigation. This was helpful as it guided
the facilitators in setting the tone for the training to enable the participants grasp the basic concepts
in each topic.

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The training then commenced with participants being introduced to the principles and concepts of
water resources management in the context of agricultural water use. Key issues discussed included
introducing participants to integrated water resource management vis-à-vis competing water uses
like water for domestic use, fishing, industry, recreation, etc. Water resources management was then
up scaled to a catchment and river basin level. The concept of water users association was
introduced for effective water management at a catchment scale. This module aimed at equipping
participants with skills that will enable them effectively plan and manage water resources for
agriculture while catering for the other competing needs.

The afternoon session was dedicated to formation of water user groups for effective water resources
management. The participants were taken through an exercise to enable them learn how to estimate
the irrigation water demand from a farm scale to a catchment level.
Day Two
Participants were introduced to the concept of meteorology and its relevancy in the agricultural
production chain. They were introduced to various instruments used in collection of weather data.
This was done to acquaint participants with various units and ways in which these weather
parameters are obtained and used. The data was used in the scheduling land preparation, planting
dates and quantifying the amount of water for supplementary irrigation. Some of these parameters
were used in determination of the crop water requirement and these included: rainfall, evaporation,
humidity, solar radiation, wind speed, temperature, etc. The participants were then taken to an
automatic weather station within the university premises to show them the various instruments and
their data recording process.

Trainees were introduced to an automated weather station and a manual rain gauge

The afternoon session was dedicated to data acquisition and processing. Various weather data was
downloaded and processed by the participants to produce trends of weather information for the
period of the download. The participants were able to learn about the automatically recorded data
and manually acquired and compared the results

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Day Three
The morning session of day three was dedicated to the introduction of rain water harvesting (RWH)
systems. The session introduced participants to Definition of RWH, benefits of RWH, the scope of
WH. The specific areas where RWH can be practiced were explained to the participants. Various
historical and recent developments in RWH were enumerated to the members. The participants
were made to understand that RWH is not successful in all circumstances especially in areas where
alternative water sources are available. The detailed explanations for this session were provided.

The afternoon session concentrated on the overview of water harvesting (WH) systems in the
following order: Rainwater-harvesting system, Roof top rainwater harvesting and Micro catchment
techniques.

Day Four
The fourth day of training focused on the soil requirements for effective WH. Participants were
informed that the catchment area required generating a high runoff with low infiltration whereas the
cropped area should have a high infiltration rate with low run off. The cropped area should also
have a large storage capacity. For micro catchments a combination of the above is required. For
earth works a stable soil is required that will not allow piping. The following important parameters
were discussed and their interrelations explained: Soil texture, structure and depth, Infiltration rate,
Soil water storage capacity, Fertility, Salinity / sodicity.

The afternoon was reserved for the participants to learn soil sampling techniques using a hand
auger. Each participant picked three samples from a soil profile over a range of 90 cm at intervals of
30cm.

Participants picking soil samples

Day Five
The day started with participants completing textural analysis of their samples. They later made
presentation explaining the procedure and results. The participants were tasked to classify if the soil
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type is good for the catchment area or cropped area while justifying their reasoning. It was an
interactive segment where participants were allowed to express themselves in their language of
choice. They were able to guide each other in this task.

The participants were later introduced to agronomic aspects of water harvesting with the objective
of letting the participants understand the effect of the choice of crop to the crop water requirement
and translating it into pressure on the water resources. The areas of emphasis were assessment of
available water resources to cover the water requirements of different crops, the farming system
concept, choice of species and crop husbandry, Annual crops, Tree crops.

Day Six
Participants were introduced to various micro catchments in details to enable them set them out on
the field. The module content included micro catchments overviews, advantages and disadvantages
of various techniques (Negarim, contour Bunds, semicircular Bunds, Zay-system etc.). The afternoon
session involved setting out contours using the water tube, as shown in the pictures below.

Trainees setting up contours in the field

Day Seven
The day started with giving lecture in the morning concerning macro catchment water harvesting. The
contents of the lecture was floodwater harvesting (large external ccatchments), overview of flood
water harvesting within the stream bed, floodwater diversion and storage macro catchments (external
catchment systems), advantages and disadvantages of various techniques (hillside conduit systems,
stone dams, leman terraces, cultivated reservoirs, farm ponds shallow wells).

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 Trainees practice setting out a contour line using a water tube level

Day Eight
The day was dedicated to having participants learn how to construct small roof water harvesting
masonry tanks of up to 5,000L capacity. The tank constructed was of capacity 4000L with internal
diameter of 1.6m and height of 2m.

Trainee constructed a water tank with a capacity of 4,000 liters that is now being used at the faculty

Day Nine
The morning session was dedicated to focusing the participants on the effect of socio-economic
factors on the success of water harvesting projects. The specific topics addressed included People's
demand and priorities, people's experience with WH techniques, people's participation and gender
issues, land tenure and water law issues, adaption and adoption, land suitability and area
differences. If the technical and economic feasibility of a water harvesting project is given, its
success will depend on the aspects such as people’s priorities, agricultural practice, land tenure
system, water amongst others. The afternoon session was dedicated to the masonry WH tank by
erecting the masonry brick header wall to a height of one meter.

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Day Ten
The day was dedicated to the construction of masonry WH tank. The main task was completion of
erection of the wall and application of inside plaster. A galvanized pipe 3/4” was installed for
delivery. The galvanized pipe was fitted with elbow and nipple.

Day Eleven
The morning session concentrated on management of water harvesting projects with the aim of
training participants on implementation and management of WH projects. The specific areas
discussed were: the project approach, suitable stage of technology, incentives and subsidies and
reporting, monitoring, & evaluation. The participants were explained the components of the project
cycle for WH activities as conception, initiation, planning, construction, operation, maintenance,
and monitoring and evaluation.

The afternoon was left to the practical session on erection of the skeletal structure for the roof of the
WH tank. The skeletal structure was made up of round bars and wire mesh to make a network that
will sit on the timber shuttering for holding the concrete.

Day Twelve
The morning session was left for studying on pumping systems that can be used in lifting the
harvested rain water from the reservoirs. Various pumps ranging from soar pumps, diesel pumps,
petrol driven pumps connected with sprinkler systems were demonstrated to the participants. Most
emphasis was put on the pumping system applicable to rural communities and that was a treadle
pump and it was extensively discussed. Specific areas of discussion were introduction to treadle
pumps, Components of a treadle pump, labour requirements, operation, and maintenance. The
afternoon was for demonstrations on various lifting applications as shown in the pictures below.

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 Field demonstrations on treadle pump

Day Thirteen
Work on the tank continued with completion of plastering of the outside wall and making of the
form work/ timber shuttering ready for casting of the roof. For the timber shuttering 4x2” timber
and plywood were used. Later the roof skeletal was placed on the tank ready for casting.

Day Fourteen
On this day participants were introduced to supplementary irrigation which is one of the uses of the
harvested water. After learning how water can be lifted from the storage mediums using a treadle
pump. Participants were exposed to various irrigation methods and agricultural water management
best practices. The specific topics were: introduction to irrigation, Soil water plant relations, types
of irrigation technologies, and low cost drip systems.

The afternoon was dedicated to field demonstration using a gardener’s hose simulating various
flows depending on the growth stage. Each participant was given an opportunity to participate in
irrigation operations to enable them to appreciate them. The participants were able to visit one of
the irrigated farms and also learn from practice at the farm plots.

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 Trainees learning the operations and maintenance of drip irrigation system

Day Fifteen
The day continued with supplementary irrigation with the following topics: maintenance of drip
systems, irrigation water management, operation and maintenance, and further field demonstrations.
The afternoon was dedicated on casting of the concrete roof, and finishing the tank with rough cast.
The tank would be left to cure for 21 days before the gutters were connected.
Day sixteen
The subsequent two days was reserved for field visits to enable the participants interact with
farmers and appreciate the water conveyance and application infrastructures. The main emphasis
was on farm demonstrations of water management and agronomic aspects. On this day the team
visited one of the large scale farmer managed irrigation schemes in Uganda. The scheme is found in
Northern Uganda in Lamwo District near the border with South Sudan. The participants were
shown water head works for the 1000 ha irrigation scheme. The head works are mainly free gravity
fed with a broad crested weir, water level and discharge regulators. Participants also visited the
night storage reservoir used to supply irrigated fields.

Trainee visited Night storage reservoir and channel irrigation system at Agoro Irrigation Scheme
Day seventeen

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The last day was dedicated to visiting small holder irrigated farms sometimes community based or
individually owned. The participants visited one of the rock catchments that can be a potential for
rain water harvesting both for domestic use and irrigation as shown below.

Participants at one of the rock catchments for water harvesting

Participants were then able to visit two best practice sites for irrigation. The intension was to
acquaint them with green house production and outdoor production of vegetables under irrigated
agriculture. They explained to them various drip kit system that is applicable to typical rural areas
with underground wells pumped using solar power.

Trainees visited fields under drip irrigation with different crops

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Below shows the solar pumped well used for irrigation

Participants at one of the solar pumped wells used for irrigation during a study tour

2.5 Course Evaluation and Assessment

Participants were evaluated on a daily basis at the end of each module individually. At the end of
the training, all the scores were aggregated according to the number of hours spent on that module
including practical sessions. The weight was based on the amount of time spent on each activity.
The objectives of all assessments were to establish the level of understanding of the participants,
and to ensure that they were able to organize and mount similar training programs on their own.
2.6 Conclusion
In conclusion, this training was a success in the sense that trainees showed a lot of interest to learn
despite any individual challenges that the trainees faced. It will therefore be good that these trainees
are followed up in the field by senior staff as they execute their extension training programs. This
will provide the necessary technical backstopping to enable them execute their work effectively.

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3.0 Training in Electrical Generator Operation, Maintenance, and Applications

3.1 Introduction
The main objective of this module was to equip the students with the knowledge and practical skills
on how to operate and maintain electrical generators. The training also covered different
applications of generators such as welding and lighting for domestic uses. This module was the
scheduled during the last month of training, but after covering the theoretical aspects, the practical
sessions were interspersed with the continuous tractor operations modules so as to maximise time
table coverage.

The training on the generator operations and maintenance was successfully handled by conducting
the classroom learning of the principles of power generation, different types of generators and their
operations, and maintenance practices for categories of petrol engine powered generators and diesel
engine powered generators. The practical aspects included dismantling and assembling of a 2.2
KVA Honda generator and operating the same after repair and servicing. This gave the students
hands on exposure and skills for operation and maintenance of the commonplace generators.
Trouble-shooting, maintenance and operational practice were done using a new Honda generator
specifically purchased for this module. The following section describes the training progress for this
module:

3.2 Principles of operation and maintenance of generators

The principle of operation of the generator was taught to the students to enable them get the
technical insight of generator technology. Safety and professional approach to handling of
generators was emphasized. The economic factors were mentioned including the lifecycles and
efficiencies of some case studies.

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3.3 Maintenance and operation of Petrol Engine generators
In order to fully comprehend the maintenance of petrol engine generators, an old Honda engine
generator was dismantled and fully analysed together with the students. When the faulty parts were
identified they were procured and replacement parts were fitted including gaskets, seals, and piston
rings. The generator was then reassembled and tested. The performance tests were carried out and
these included connecting the generator to load and measuring the voltage, current and frequency
values. This was practiced by all the trainees and gave them real-life practical insight and
understanding of the operations of a generator

3.4 Maintenance and operation of Diesel Engine generators

The Caterpillar generator at Gulu University was used to conduct the teaching of the operation and
maintenance of the diesel engine generator. Recommended operational procedures were followed
during this training session. This included checks that must be carried out before starting the
generator. When the generator is running, the performance monitoring activities were instilled to
the students. The students were then taught the maintenance system including scheduled
maintenance and engine servicing. Emphasis on safety precautions made, and drawing special
attention to the Danger, Warning, Caution, and Notice signs.

3.5 Applications of generators – Welding

After introductory lectures on Fabrication, welding practice and workshop practice (emphasizing
safety), the students embarked on practical training in the Biosystems Engineering Workshop. They
were trained on measurements, and fabrication tools including welding machines, vices, cutting and
shaping tools. The students were drilled through fabrication and welding practice exercises. The
students were then engaged in the practical exercises of fabricating chairs, stools and the external
burglar-proof doors for the Biosystems Engineering Laboratory Block which they accomplished
successfully.

Trainees learn skills in welding

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3.6 Applications of generators – Wiring
The students were first introduced to the basic tools used in electrical installations and electronics.
The tools included the wrench, screw drivers and various spanners and aids such as cutters and
insulation tapes. The use of phase-testers was emphasized as a basic tool in line with safety
precautions. The students then learnt how to use the electrical measuring instruments such as the
Multi-meter for measuring voltage, current, impedance, and frequency. The Electrical
diagrammatical symbols consistent with the standards BS 3939 were taught. The participants then
learnt how to draw and interpret basic wiring diagrams for buildings. After undertaking wiring
exercises on sockets, switches and junction boxes, the students had opportunity to undertake wiring
of a two bed-roomed house to completion including the earthling of the system, which was
completed successfully.

3.7 Module Assessment

The trainees were assessed toward the end of the module on both understanding of the theoretical
aspects as well as the practical hands-on skills attained. The average score was reported in the final
certificate awarded.

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4.0 Training in Tractor Operations and Maintenance
4.1 Introduction
The focus on agricultural mechanization as the means of modern farming practice calls for use of
improved farm power systems. The application of the internal combustion engine and in particular,
the tractor with implements was the subject of this training. It was agreed that the outcome of this
module would produce graduates with skills in tractor operations including tractor driving, basic
maintenance as well as machinery safety. The students would learn all the tractor parts, engine
systems and engine operations, and use of tractor implements such as the plough, disc harrow, and
planter.
4.2 Objectives of the module
The training on tractor operation and maintenance was designed to enable trainees acquire basic and
technical skill in tractor operations and maintenance. By the end of the training, participants should
be able to:
a. Know how to drive a tractor
b. Know how to operate tractor equipment (plough, disc, mow)
c. Know how to conduct regular tractor maintenance and basic repairs
d. Know the operations of diesel and petrol engines
e. Understand safety requirements and procedures of using agricultural machinery
4.3 Training Approaches
The training program was design such that the morning sessions would involve lectures while the
afternoon sessions covered practical and hands-on activities. A lot of attention was given to the
individual trainee’s strength and weakness. This enabled the instructors to give specialized guidance
to each trainee in order to enable them acquire the necessary skills. Being a practical skill, a lot of
time was devoted to the hands-on and practical sessions where trainees are able to see and do things
on by themselves.
Throughout the three months of training, trainees were taken through different theoretical and
practical sessions in tractor driving and operations. The sessions are summarized in the following
sections.
4.4 Overview of tractor operations
In the first week of training, the trainees were introduced to workshop precautions and hand tools
used in an automobile workshop. The idea was to enable them understand and use the different
tools in tractor maintenance as well as in any workshop. Trainees were also introduced to workshop
safety precautions to ensure their safety as they operate the equipment. The first day of training also
involved showing trainees the different parts of a tractor and their functions. Trainees were also
taken through traffic rules and regulations and the relevant aspects of the Highway Code.

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 On the first day, trainees were introduced to the different parts of a tractor

4.5 Fuel Supply Systems

Fuel systems are among the most important systems in an automotive machine designed to correctly
deliver fuel into the combustion chamber at the right time, with the right quality and quantity for
full power production and correct operation of the engine. This module aimed at enabling trainees
to:
a) Understand requirements of a diesel engine
b) Understand the differences between petrol and diesel engines
c) Understand types of fuel systems used in modern diesel engines
d) Identify faults, repair and maintenance fuel supply systems

4.6 Tractor Performance Evaluation

The trainees were introduced to the different parameters for assessing the performance of an engine.
Key criteria discussed included engine torque and rpm method, taking samples during field
operations, taking water contamination, suspended and non-suspended solids, keeping records of
fuel consumption, lubricating oil consumption and specific breakdown and other operational
problems and preventive maintenance.

4.7 Tractor maintenance

Trainees were taken through the regular tractor maintenance routines and milestones. The aim here
was to enable participants to do regular tractor maintenance on their own. Emphasis was placed on
studying the user manual of the tractor in use, since each make of tractor comes with slightly
different instructions. Key maintenance routines discussed included:
1. Daily maintenance after 10 hours of operation: These includes checking oil and fuel levels,
tyres, and overall physical inspection and cleaning
2. Routine maintenance every 50 clock hours (weekly)

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 3. Routine maintenance every 100 hours of services- General services
4. Routine maintenance after 250 hours of operation (monthly)
5. Major maintenance every 1000 hours of operation (Yearly)
6. Engine tune-up. Involves checking all the major system on the tractor and depending on the
manufacturer. It is recommended every 500 to 1000 hours of operation.
7. Storage. If the tractor is not be used for several months, a procedure as outlined in the
operating manual should be followed. It is recommended to store tractor under shade and
covered the entire body with tarpaulin cover.

4.8 Power Transmission Mechanism

The module on power transmission was designed to teach trainees how the power changes from the
rotary motion and torque from the engine crankshaft to the translational motion at the drive wheels,
and the correct use of driving gears. The key objectives of the sessions was to enable trainees
understand the need for smooth take off and stopping gently, to change travelling speed and pulling
power, to change the direction of travel, and to provide linear motion into two right angles to the
rear drive wheels or takes and at different travelling speeds as required.
The main components of power transmission mechanism such as the clutch, the gear transmission
unit, the differential, and the final drive were also introduced to the participants.

4.9 Tractor driving

To be able to operate a tractor, one must know the basics of tractor driving. Right from day one,
trainees were taken through driving lessons. Each trainee had on average 30 minutes every day to
practice tractor driving. The instructors ensured that the trainees were attended to on an individual
basis due to differences in understanding the concepts. So instructors kept records of each trainee
and the areas that they needed more attention and time. This approach enabled the entire group of
trainees to master tractor driving skills by the end of the three months of training.

Trainees got customized tractor driving guidance basing on their levels of understanding

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4.10 Hitching systems
A tractor operates a variety of equipment such as ploughs, trailers, and harrows amongst others. All
these equipment have different hitching methods. To enable trainees accurately operate these
equipment, they were trained on how to hitch them correctly. In pairs, trainee practiced hitching
mounted and trailed implements. The sessions on equipment hitching also involved learning how to
do reverse parking/driving to mount and un-mount the equipment. This is one of the sessions that
ran throughout the three months as it required a lot of time and practice to master reverse driving
and mounting of the equipment.

4.11 Engine disassembly and assembly

To enable the trainees understand the operations and maintenance of a tractor, trainee were taken
through guided practical sessions of dismantling and assembling a tractor engine. This exercise
enable trainee to observe and understand the operations of the different components of the tractor
engine. The key components studied included the fuel system, the lubrication system, the cooling
system, and the electrical system. In the process, trainees were able to learn and use different tools
as well.

In pairs and under specialized instructions, trainees practice mounting of tractor implements

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 Trainees pose with an engine after they dismantled and reassembled it

4.12 Plowing Operations

Being a key function of a farm tractor, ploughing operations were given ample time and attention to
make sure each trainee mastered the art of ploughing. The first phase involved training on hitching
a plough; here trainees were paired up, with one driving and the other helping in fixing the plough.
Trainees then went in turns practicing how to hitch a plough on the tractor. Once they mastered the
hitching, trainees were then taken through ploughing operations. Here each trainee was again given
specialized instructions on the ploughing operations. After mastering ploughing, trainees then had
the opportunity to practice their skills on number of farmers’ fields around the university. This
enabled them to perfect their skills in ploughing, driving, and equipment hitching.

With specialized instructions, each trainee was taken through a customize training in plowing

4.13 Assessment
Course assessment was conducted at the beginning of the training module to gauge the competence
level of the individual trainees and establish their individuals. After completing a greater part of
theoretical aspects, the trainees were then assessed on skills attainment during module. These skills
included forward driving, reverse driving, implement hitching, and ploughing. The assessment was
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done twice: in the middle and at the end of the three month but only the final score was reported in
their transcripts, which reflected the highest level competence attained during the training.

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5.0 Training Evaluations and Closure
5.1 Training Evaluation
The evaluation for this training was done in two major way, at the end of each training module, an
evaluation was done to assess the level of satisfaction of the trainees with the module as well as
areas that needs future improvement, emphasis or repetition to enable them grasp the concepts. This
continuous evaluation enabled us to ensure that participants gain the necessary skills and also that
slow learners are not left behind. In modules such as tractor driving, poultry production and
vegetable production, certain skills had to be gone over again in special sessions. This continuous
evaluation was therefore used as an internal control and management tool.

The second form of evaluation was at the end of the training. This was done to gauge and get
feedback from the trainees in all the modules that they had gone through. Issues that were looked
for included level of understanding of the different modules, areas of improvement of the training
delivery, satisfaction with the overall organization of the training program and the modules they
liked and did not like. The evaluation tree approach was used to conduct this end of training
evaluation.

The evaluation revealed that trainees liked different modules and that influence the way they
perceived it. Overall, participants rated the training organization very highly as well as the methods
if delivery. Suggestions included further training of other staff from Jonglei State, having an
advanced training in the same modules and including other modules such as apiary, and solar power
skills in the subsequent training.

5.2 Closure of the Training

The training was officially closed on the July 27, 2013 by the Vice Chancleor of Gulu University,
Prof. J.N. PenMogi. As part of the closing ceremony, training demonstrated to the guest of honor,
the different skills that they had acquired in the three months of training. Skills such as welding,
tractor driving, irrigation, that were attained during the three months training was demonstrated to
the invited guests.
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 Kume(left), madoum (centre) and Poak(right) demonstrates welding, tractor driving and irrigation skills respectively
In his closing remarks, the Vice chancellor challenges the training participants to go out and apply
the skills that they have learnt the last eight months to their own benefits and to the benefits of the
community in which they live in. He also noted that such kind of collaboration between GJMUST
and Gulu University will continue in future with more training and possibly exchange of academic
staff and students well. Finally, certificates were award to all the trainees who successfully
completed the program.

Matiop posses with his certificate and the trainees poses for a group photo with training coordinator, Walter Odongo

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5.0 Conclusions and Recommendations

5.1 Conclusions
The three months of training generally went on successfully. The entire training attained the
expected levels of competencies that were set as the target for the training. However, due to
individual differences and capabilities, not all participants were at the same skills level. This
however will level off with constant practice in the field.

5.2 Recommendations
1. To be able to practice their skills well, participants should be encouraged to acquire
tractor driving permit from the Government of South Sudan.
2. The alumni should be facilitated and mandated to establish technology demonstration
sites to enable them practice, master and impart key skills learnt and to disseminate the
innovation to their communities.
3. The general observation by trainees and facilitators was that the training was rather
compact owed to the existing logistical challenges. The practical rigor of these training
modules require that adequate time be allocated for a more effective and less stressful
learning environment. We propose at least a ten day extension for each module.
4. There is need for JGMUST to organize a technical refinement and backstopping forum
that would bring together the short course alumni and one or two facilitators for
knowledge concretization, experience sharing and scheming for higher level courses.
5. Follow-up refresher training be organized for the Alumni, this trainings could be
enriched with other add-on courses; some of the new areas proposed by trainees
included bee keeping, project planning, proposal writing, biogas production techniques,
pomology, mushroom production among others.
6. In future, it would be necessary to thoroughly screen potential trainees and brief them on
the need to adapt to culturally and socially diverse and contrasting foreign norms and
accommodate individual differences in their learning environment.

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