Appendix I
LIST OF PARTICIPANTS

Appendix II
OPENING ADDRESS

Dr. R.B. Singh
FAO Assistant Director-General and
Regional Representative for Asia and the Pacific

Mr. Chairman
Distinguished Experts and
FAO Colleagues:

On behalf of the Director-General of FAO, Dr. Jacques Diouf, and on my own behalf, I extend to you a warm welcome to this “Expert Consultation on Plant Pest Management Curriculum Development for University and Related Institute Education in Asia-Pacific”. I am delighted that as many as 13 experts from seven Asian countries, one international institute, one NGO and FAO IPM project are participating in this Consultation.

As you know, the Asia-Pacific Region encompassing 36 countries, accounts for 57 percent of the world's population but has access to only 31 percent of the world's arable land. It houses 73 percent of the world's farming households and is the leading producer of several major crops. Hence, events in the Asia and Pacific Region would significantly influence the pace and direction of world agriculture.

As compared to the rest of the world, the Region is handicapped in the per caput availability of land, water and other resources. For instance, per capita land availability in this Region is about 1/6^th of that in the rest of the world. There are limitations in bringing new areas under cultivation. In fact, many of them have already serious problems of diminishing soil fertility arising from cultivation of marginal lands. Given the projections of population growth and food demand, and land availability in the future, the Region must produce more and more from ever shrinking land and other agricultural production resources. While most countries in the Region have recorded fairly satisfactory progress in crop production, there are still quite a few countries where the food crop production growth rate is unsatisfactory. In most countries of the Region, the future strategy of crop production must lay greater emphasis on increase in production per unit area of existing crop lands instead of horizontal expansion. This calls for greater efficiency and cost effectiveness in the crop production system.

Agricultural intensification ushered primarily through the Green Revolution in the Region is fraught with the increasing incidence of pests and use of chemical pesticides, and the resultant pollution and environmental degradation. The problem gets further compounded ecologically, economically, socially, and environmentally in tropical and sub-tropical developing countries with high concentration of small farmers.

The estimates of pre- and post-harvest crop losses vary from 20 to 50 percent. We must recognize that a grain saved is a grain produced. The losses are due to several causal organisms - insects, diseases (bacterial, fungal, viral), weeds and vertebrates. Often the damages caused by these veritable agents are not independent of each other. Therefore, the inter-disciplinarity assumes high importance.

In this new century and millennium, several other considerations also assume high importance in designing pest management programmes, including curriculum development. Biotechnology is already playing a leading role in the management of insect pests, diseases and weeds through the development of transgenics. Through the pyramiding of resistance genes by genetic engineering methods, crop varieties possessing multiple resistance to multiple adversities are being developed. This frontline breakthrough has raised new questions of biosafety, quarantine, bioregulations and international sharing of genetically modified organisms. With the increasing emphasis on organic agriculture, there will be greater accent on bioagents, biopesticides, and bioregulators. Individual countries and international systems will be called upon to develop appropriate national and international laws, rules and regulations, standards and codes to manage the pests and related problems. It is thus obvious that besides developing appropriate technology, such as transgenics, there is a need for comprehensive policy development on management of pests. So, I am pleased that FAO through its various IPM regional and national projects has been developing human resources to address the technological as well as the enabling processes.

It is heartening to note that the national and international programmes in the Region had taken note of the above developments and are in process of making necessary adjustments and creating new structures to meet the challenges and opportunities. We in FAO feel that there is a need for creating greater awareness at various levels for development of well-rounded human resources for managing plant pests. They must have full appreciation of not only the science and technology of pest management but also of the several non-technological dimensions. In other words, we need a new breed of human resource for pest management. We have universities in the West, such as the Wageningen University and Research Centre in the Netherlands, preparing graduates with interdisciplinary background for pest management. We also have universities in the developing Asia-Pacific Region doing similar tasks, such as the Plant Protection College of the China Agricultural University, Beijing, and the School of Plant Protection and the National Centre for Integrated Pest Management of the Indian Agricultural Research Institute, New Delhi. A new concept of Farmers' Field School has been created through the various FAO IPM projects.

Notwithstanding the above initiatives, we have a long way to go in institutionalizing human resource development for plant protection in a comprehensive manner. The distinguished experts present at this Consultation in their deliberations may wish to keep in mind that a curriculum for formal or non-formal education in pest management must have elements of inter-disciplinarity, integration, partnership and participatory approaches. It must cover topics/courses related to pest management policies, economics, trade, social dimension, biotechnology for pest management, informatics for pest management and Decision Support System (DSS). The curriculum must also include risk assessment analysis and risk management options. An understanding of Geographic Information System (GIS), remote sensing and climatology would be necessary. Comprehensive coverage of regulatory aspects and international codes in relation to biosafety and pest management should be ensured.

It is obvious that curriculum developers cannot work in isolation, but need to take into account the views of a wide range of plant pest management professionals, managers, policy makers, etc. There should be a harmonized core curriculum development of plant pest management education at graduate and post-graduate levels in the Region. Curriculum should be given more of a future orientation within particular agro-environment, cultural, and socio-economic condition. In the design and development of curriculum, developers should take account of and selectively utilize existing systems. However, it should be kept in mind by the curriculum developers that the future of plant pest management would not be entirely new but would evolve out of the present system.

Curriculum developers should be open to the farmers' needs and expressions and see themselves as collaborating with the work of other related national and international agencies, as well as, taking note of community issues, in order to avoid duplication and waste of needful resources. In the course of revision of the curriculum, teachers' guides, manuals, etc., it should bear in mind to prioritize the feedback from field extension output, particularly the experiences of the graduates and post-graduates in the service. Curriculum design and development should take into consideration not only national needs but the need for greater international understanding as well.

I understand that all the experts are here for four days to discuss how to integrate the relevant major subject areas to fit into the curriculum of regular graduate and post-graduate education in plant pest management. So far, it is observed that there is a wider variation of higher education in plant pest management among the countries of the Asia and Pacific Region. In fact, while the Region has very successful integrated plant pest management accomplishment to its credit, much more remains to be done particularly in the area of higher education in this field.

I wish to urge the Consultation to also ponder over the following issues:

• Should an interdisciplinary curriculum be prepared only for undergraduates or should similar courses be taught also at M.Sc. and Ph.D. levels? The employment ability of such graduates should be examined vis-à-vis the employment opportunities in specialty fields, such as entomology, pathology, virology, microbiology, etc.

• The availability of competent teachers to handle the proposed curriculum.

• The possibility of creating various modules of pest management training at formal and non-formal levels.

• Changed concept of practical training, including Farmers' Field School; the curriculum for extension agents.

• How many institutions in a country should produce how many graduates under the banner of pest management? Is there a need for creating a regional institution for grantìng M.Sc. and Ph.D degrees in pest management (integrated)?

• The possibility of a regional mechanism to harmonize the curriculum and training needs and to manage it in a dynamic manner.

In conclusion, I would like to extend once again a very cordial welcome to you all. I have no doubt that with the participation of the distinguished experts, this will be a highly productive Consultation. However, as the saying goes “the proof of the pudding is in the eating”, so the efficacy and relevance of plant pest management educational programmes can best be determined in the learning situation. So, the systematic try-out and formative evaluation in actual learning-teaching situations would be of paramount importance. Your careful recommendations will receive due attention of FAO and the Organization will strive to ensure their effective and timely implementation.

I wish you a very successful Consultation.

Appendix III
AGENDA

1. Opening of the Consultation

2. Presentation of country specific features of Plant Pest Management Education and discussion:

   1. China
   2. India
   3. Indonesia
   4. Malaysia
   5. Pakistan
   6. Philippines

   7. Thailand

3. CABI - Plant pest management curriculum for university and related institute education in Asia-Pacific.

4. FAO-IPM - From passive observer to pest management expert: science education and farmers.

5. Thai Education Foundation - Curriculum development process.

6. Discussion on cross-sectoral issues/subjects (e.g. plant quarantine, agro-chemicals, etc.) and their implications to Plant Pest Management Curriculum.

7. Discussion on developing a Framework for the Curriculum on Plant Pest Management for graduate and post-graduate levels. The main elements to be considered should include:

   1. “Foundation” subjects that provide the scientific base (e.g. biology, chemistry, physics, etc.).
   2. “Applied” subjects that provide an applied nature in the field.

   3. “Special topics” to be dealt with under each chosen subject.

8. Identification and discussion on some priority issues in curriculum development and institutionalization:

   1. Structure
   2. Core subject(s)

   2. Length and level of course programme, e.g.:

      1. Time period to complete the basic, applied, and specialized course.
      2. Graduate and post-graduate level.

      3. Schemes of work and lesson plans.

9. Curriculum development constraints at national/regional level. Identification and discussion on the priority issues.

10. Discussion on the process of identifying a pragmatic strategy for integration and institutionalization of Plant Pest Management Curriculum.

11. Identification and discussion on traditional plant pest management practices that are not yet entered into the academic area and which may need to be considered for incorporation in the new curriculum development.

12. Discussion on the need to form the Asia-Pacific Working Group on Plant Pest Management Curriculum Development.

13. Chairman, Resource person/Rapporteur, and FAO officers meet for Report Drafting.

14. Discussion on the Draft Report and adoption of the Final Report.

15. Closure of the Consultation.

Appendix IV
OUTPUT OF WORK GROUP A

Proposed Framework of Plant Pest Management Curriculum for University Education in the Asia-Pacific Region

Foundation (75%);
General requirements (20%)

Social Science
Foreign Language
Philosophy
Agricultural Economics
Law
Introductory Management

Natural Science
Computer
Physics
Biology (Botany, Zoology, Microbiology)
Chemistry (Organic, Inorganic)
Mathematics
Statistics
Genetics and Plant Breeding

Specific Courses (55%)
Introductory Agronomy
Meteorology
Soil Science
Plant Physiology
Plant Biochemistry
Introductory Agrobiotechnology
Introductory Entomology
Pests of Crops
Introductory Plant Pathology
Weed Science
Vertebrate Pests
Pesticide Management
Plant Quarantine
Epidemiology of Plant Diseases
Pest Forecasting and Crop Loss Assessment
Integrated Pest Management (IPM)
Biocontrol of Pests
Ecology of Crop Pests
Extension of Agricultural Technology
Agricultural Machinery in Plant Protection
Seminars
Special Topics
Practical Works

Elective Courses (25%)
Insect Morphology and Physiology
Insect Taxonomy
Insect Pathology
Agricultural Acarology
Beneficial Insects
Urban Insects
Application of Computer in Plant Protection
Biocontrol of Pests
Breeding for Plant Resistance to Pests
Agricultural Environment Protection
Organic Farming
Diagnosis of Plant Diseases
Epidemiology of Plant Diseases
Post Harvest Pests and Diseases

Remarks

1. The primary degree is of 4 years (8 semesters) academic programme.
2. Most of the courses on social science and natural science should be taken in the first and second year, while the specific and elective courses are to be taken in the third and fourth year.
3. The practical would include field experiments and other field activities in Plant Pest Management.
4. Special Topics refer to current/hot issues in Plant Pest Management.

Appendix V
OUTPUT OF WORK GROUP B

Plant Pest Management Curriculum for Farm-Level IPM Implementation

1. Work Group recommendations

Work Group B recognizes that farmers learn by experimenting, make careful observation and comparison, identify and prioritize what they want to learn, discover and re-discover, and carry out analysis so as to make informed decisions. Guided by this, it makes the following recommendations:

• Integrate more field-based activities (e.g. learning from farmers, carrying out studies in farmers' fields) into the university curriculum.

• Include facilitation/learning methodologies in the university curriculum to help students work with farmers.

• Expose students to field implementation of IPM by visiting existing field activities or/and invite IPM implementers from successful programmes (e.g. FAO Programme on Community IPM in Asia) to share their experiences on field IPM implementation.

2. Characteristics of IPM/plant pest management training at farmer level

3. Example of Course Guide on Rice Farmers Field School (FFS)

(i). Objectives

By the end of the FFS, the participants should be able to carry out the following:

• Describe the development of the crop.

• Describe plant compensation and give an example of the importance of plant compensation for stemborer, leaf-folder, or disease management.

• Identify the ecological function, life-cycle and give the local name of major insect detritivors, insect pests and natural enemies seen in the rice field.

• Identify the local name and development factors of major diseases found causing yield losses in the field (if they exist).

• Identify rat damage, and rat habitat where appropriate.

• Describe snail growth, development, and ecological habits.

• Describe the toxicity of commonly used pesticides (herbicides, fungicides, insecticides, rodenticides, and molluscicides) and methods to avoid exposure to pesticides.

• Describe the effect of pesticides (herbicides, fungicides, insecticides, rodenticides, and molluscicides) on target pests, natural enemies, non-target pests, the environment and health of farmers and consumers.

• Describe the level of potential yield-loss given a particular field condition and compare with the cost of controlling the yield-loss factors (decision making).

• Describe the potential development of pests in the given field conditions (plant development and stage, weather pattern, plant resistance, water levels, pests, natural enemies, etc.). Compare this to the potential management activity costs (irrigation, fertilization, pest control practices) that may be undertaken to improve yields and reduce impact of yield-loss components (decision making).

(ii). Farmers Field School Activities

The FFS is typically 10 to 14 weeks in length. The first session begins with transplanting or broadcasting and continues until harvest. The sessions are best held weekly (if beginning with transplanting), or less than weekly (if in direct seeded areas). Each session begins in the morning and ends before lunch (one half day). The typical contents of the FFS are listed below. The FFS participants may want to alter this schedule to focus on particular local issues.

Season-long Studies

a. IPM and farmer practice comparison trial: This trial is conducted on a 1000 m² plot supported by the FFS. 500 m² is used for the IPM field, and 500 m² is used for the “Farmer Practice” field. This 1000 m² field plot is used as the “Study Field” for the FFS. All other activities are also conducted in this field.

b. Field trials: The classical IPM study on “Stemborer plant compensation simulation”, “Defoliator plant compensation simulation”, “Nitrogen efficiency including organic materials and impact of pests”, “Seed production”, or other studies can be conducted in the field. Usually one or two of these studies are undertaken by the FFS depending on the major issues encountered by the FFS participants.

Topics on Specific Field Guide Activities

These are carried out in the field or adjacent to the field and covering aspects relating to IPM and Group Development.

(iii). Weekly Schedule

The following weekly schedule is a sample from a 12-week FFS. In general, it will be necessary to adjust the content and schedule to local conditions, field problems and farmer interests.

Appendix VI
ASIA-PACIFIC WORKING GROUP ON PLANT PEST MANAGEMENT CURRICULUM DEVELOPMENT

Activities:

1. Set up a national group/committee on PPMCD to identify national needs on development of plant pest management.

2. The WG will examine the existing curriculum and courses of various degree programmes of plant pest management and allied sciences and suggest a standard curriculum taking into account:

   1. subject already covered at pre-university level.

   2. ensure emphasis on practical content so as to develop adequate confidence in the minds of graduates for extension activities and self-employment.

3. The WG will suggest guidelines for formulation of post-graduate programmes in terms of course contents (major and minor, research, etc.)

4. Develop co-operative programmes to bridge the gap in areas identified by the national committee/body.

5. Collect, collate and disseminate information on curriculum, course and educational development among the member/co-operating universities and related institutions.

6. Prepare a directory of universities and related institutes conducting plant pest management/plant protection course in the region.

7. Organize national meetings and workshops/seminars on PPMCD issues. The reports should be transmitted to the WG secretariat at FAO-RAP, Bangkok.

8. Follow-up action on the recommendations and report to the WG secretariat.

9. Periodic reports to the WG secretariat regarding contributions and overall role of regional and related international organization/agencies in curriculum development.

(Note: The membership of the WG shall be open to the national and private universities, related institutes, and relevant government agencies involved in agricultural development in member countries).

Initial Activities and Expected Outputs of Working Group