The Akum water project

IMPROVING ACCESS TO CLEAN SAFE DRINKING WATER FOR AKUM MILES 8, 9 & 10 COMMUNITIES IN NORTH WEST REGION OF CAMEROON

FINAL PROJECT ACTIVITY REPORT FEB- DEC 2018) Funded by UK citizens through United Purpose/Village AiD & implemented by MBOSCUDA Cameroon

Bamenda, December 2018

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1. INTRODUCTION: Akum community made up of herders and croppers is one of the 14 communities in the North West Region of Cameroon benefiting from the “In Search of Common Ground” (ISCG) 5 years project funded through United Purpose/Village Aid by the Big Lottery Fund in the UK that ended in June 2018. The project goal was to seek to reduce conflicts between cattle herders and subsistence crop farmers in the North West of Cameroon. Water being one of the main causes of the herder-cropper conflict is one of the main components of the project. The objective of this component is to ensure equitable access to clean water contributing to reduced conflicts between crop farmers and cattle herders and more sustainable use of a vital natural and economic resource. This was achieved through the protection of water catchments in the project sites and also by developing the water sources to pipe the clean water to the herders and croppers’ communities that leave site by site.

Akum community is found in Santa Sub Division in Mezam Division. The water project is being implemented at miles 8, 9 & 10 (Nilap Quarter) with a population size of about 3,849 people made of croppers and herders that live side by side (Santa Council Statistics). The livestock population is about 987 cattle, 165 horses, 311 sheep and 359 goats (MINEPIA Statistics). Miles 8, 9, & 10 at Akum does not have an existing water scheme that safe the croppers and herders’ communities. The only available water source identified and developed was initially developed poorly by an elite (Fon Tete) that serve his home and a few neighbours.

MBOSCUDA discussed with the elite to develop the water source for both the herders and croppers’ communities which he accepted as he will also benefit from the scheme. The total project funds raised for this project by United Purpose/Village Aid was 21,201,434XAF and the project implementation period started in February, 2018 and ended in December, 2018. The total distance excavated to lay the pressure and iron pipes both to the croppers and herders communities has increased from 11,000m (11 km) to 13,653m (13.65km). The increased distance is as a result of the disperse settle pattern of the Mbororo cattle herders in particular and the distance separating the settlement of the herders and croppers’ communities that live far apart due to their different agricultural activities and cultures. The community was supposed to contribute general labour and all the local materials needed (sand & stones etc.). But the quality of the local materials required by the project as advised by the expert from the Ministry of Water Resources and Energy (MINEE) was not available in Akum. The project had to buy these materials from far and this contributed to increase the cost of the water project to some extent.

The valuable contribution of stakeholders, expertise from MINEE, MBOSCUDA staff and the invaluable contribution of the herders and croppers have all helped to bring to a successful conclusion of the water project. Both the herders and croppers and their livestock are now enjoying abundant and clean water in Nilap-Akum.

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The following activities listed below were planned and implemented in Nilap-Akum to conclude the water project.

2. PLANNED AND REALIZED ACTIVITIES AT NILAP QUARTER-AKUM 2.1 Project site preparation/planning with the beneficiary communities: Project site preparation and planning was done by organizing the beneficiary community to participate, contribute and supervise the water project activities in Nilap-Akum. Two meetings were held with the community (croppers & herders) in the months of February and March 2018 to plan the work and also share the responsibilities after agreeing on the actual work to be done based on the advice of the MINEE expert. In all the meetings the total attendance brought together 48 community members representing the entire community composed of 19 herders and 29 croppers amongst whom were 18 women.

One of the project preparatory meetings with community members at Nilap-Akum

The category of participants included the ordinary community members, Traditional Leaders (from herders and croppers’ communities), Dialogue Platforms members (structures to facilitate the amicable settlement of farmer-grazer conflicts), MINEE expert, municipal councillors of the area, and other resourceful and influential community members. Information on the donor (United Purpose/Village AiD), project activities and the budget were presented to participants which helped to clarify expectations and develop stewardship. It was explained and agreed with the community on the contributions of both the community and the project. The community had to contribute local available materials (river sand, black stones, gravels etc.) available in the community and unskilled general labour that mostly involved excavation and the transportation of the project materials on head-load to construction sites. But, it was made clear by the MINEE expert and some experienced community members that Akum does not have the good quality local material required. So, the project agreed to buy it from Awing (a neighbouring village). It -2 Akum water project NWR sponsored by the UK citizens through United Purpose/Village Aid and implemented by MBOSCUDA - 2018

was also agreed that the newly created Water Management Committee (WMC) and the traditional authorities are responsible for mobilizing the community to fully participate in the project activities. The WMC was responsible for guarding all project materials and to supervise all project work with backup from MBOSCUDA staff and the traditional leaders from both the herders and croppers site.

2.2 Engage an expert from MINEE to carry out a feasibility study: An expert from MINEE (Mr. Afah Benedict Abengang) was engaged to carry out a feasibility study and regular monitoring to ensure that project is implemented according to the regulations and standard technical requirements. He carried out the studies using a Geographic Positioning System (GPS) and came out with clear technical report and recommendations which really guided the project implementation in all aspects. He also carried out regular project monitoring with MBOSCUDA staff which helped the builders to ensure that the water project is implemented according to the technical recommendations proposed by the MINEE staff.

2.3 Support community to establish a Water Management Committee (WMC): An inclusive WMC composed of 15 members was elected by the community. This committee included 9 croppers, 6 herders amongst whom were 10 men and 5 women. They were selected as representatives from the various quarters (miles 8, 9 & 10) benefiting from the water scheme.

They did an excellent job to mobilize the communities, supervised the project work and also managed the project materials bought and given to their care.

3. WATER INFRASTRUCTURE DEVELOPMENT Clean and save water is delivered to communities through water catchment protection schemes.

The schemes use a variety of methods to protect and store water and also pipe it to the communities. The suppliers of industrial materials were identified and selected based on a tender process through a Canvas Committee. In addition, the skilled labour technician identified signed a service contract with MBOSCUDA to serve as a guide for the engagement before the commencement of the work.

3.1 Development of a single spring catchment: A single water source was identified and has been developed to provide clean and safe water to the community made up of herders and croppers.

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Completed water spring catchment.

The identification of the spring catchment was done with the assistance of the MINEE expert who gave technical guidance on the construction techniques to ensure that all the underground water is captured but also ensure the sustainability of the work. The spring catchment work was the first structure to be completed and the water according to MINNE expert will provide adequate water throughout the year that will not need rationing during the dry season.

3.2 Building of a water storage tank: Area for the location of the storage tank was identified by using GPS the by the MINEE expert who assured that there will a year-round flow of water when the dimension of the storage tank is at least 25m3. All local materials (gravel, sand, and stones) for construction of the tank was bought and delivered at the storage tank location. The local materials where to be provided by the community but the required quality was not -4 Akum water project NWR sponsored by the UK citizens through United Purpose/Village Aid and implemented by MBOSCUDA - 2018

available in Akum because of the nature of the area. So, the project funds were used to supply the local materials as well as the industrial materials. The foundation of the tank was excavated by the community which also did the transportation of local and industrial materials on head-load to the construction site.

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The foundation of the 25m storage tank being excavated by the community

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Completed water storage tank of 25m that will store and provide water throughout the year

3.3 Laying of pipes and building of stand points/taps: The piping networked trench dug at the depthof 80cm covered a distance of 13.65km and was all dug by the community (herders and croppers) in a collaborative manner after the MINEE staff used his GPS to peg the lines. Nine control valve chambers were built along the pipeline. The control valve chambers were built at the low and high pressure point areas along the piping network and were all installed with washout and automatic air release valves.

Initially only 8 stand points were identified and excavated. But later on, the stand points were increased to 11 (4 for croppers and 7 for herders) to ensure that the water is equitably distributed between the croppers and herders’ communities.

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Some of the plastic pipes bought from Douala and cement bought in Bamenda

These stand points are located in strategic positions so that all the communities’ members can access water easily at any time of the year.

One of the completed stand points for the cattle herders at Akum.

3.4 Protection of spring catchment area: Fencing round the spring catchment area with barb wire and Eucalyptus poles using nails was done. The trees for the fencing polls were provided by the Mbororo community leader (Ardo Musa) who is the Water Management Committee (WMC) Chairperson at the same time. The project funds were used to saw the trees that -7 Akum water project NWR sponsored by the UK citizens through United Purpose/Village Aid and implemented by MBOSCUDA - 2018

provided 300 fencing poll and also paid for their transportation to the spring catchment area as the distance is about 9km to the spring catchment and therefore difficult to transport on head load. Planting of 5 varieties of 500 bee and water friendly tree seedlings paid for by the project funds was done. The varieties of trees included; Prunus, Acasia, Vokanga, Calistamond and Creveria robusta. A ridge was made along the fence and the planting of Sisal Hemp (fresh throughout the year and thorny) was done to protect the spring catchment from livestock. Planting of Sisal Hemp is also a sustainability strategy to reduce maintenance cost in the future if the eucleptuss poles decay. Sisal Hemp is also a good pant to prevent fire from entering the protected catchment as it remains fresh throughout the year.

Tree seedlings planed at the spring catchment

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Catchment area protection by fencing, planting of Sisal Hemp along the fence & installation of bee hives.

A drainage channel was constructed above the spring catchment area (about 100m from the spring source) using cement, sand, gravel and stones to prevent rain from runoff passing through the catchment area that will cause erosion. If not, the erosion will destroy the spring catchment area and the infrastructure built at the source.

3.5 Training of Water Management Committee: The training scheduled for 2 days took place from the 6 - 7 November 2018 and brought together 24 participants (13 herders and 11 croppers among whom were 8 women). The training targeted only the 15 members of the WMC but 24 people attended demonstrating interest in the water project and in attending the training. Besides members of the WMC, traditional authorities and influential members in the communities attended the training as well.

The training provided mitigating strategies to key challenges that are contributing to poor water scheme management leading to conflicts amongst the resource users (cattle herders and crop farmers).

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Participants during the training of the Water Management Committee.

The facilitator first did an evaluation to know how much knowledge the WMC members possess on managing Village Water Supply Scheme (VWSS) before starting the training proper. During this exercise it was clear that very few members of the WMC had formal training on managing Village Water Supply Schemes. This is not surprising as the WMC was newly formed during the start of the implementation of the water scheme in February 2018.

The training modules included the following three main topics broken down into details; 3.5.1 Management of Village Water Supply Schemes (VWSS)  The importance of water  Water, hygiene and environmental sanitation  Water structures and maintenance  Gender issues in managing a VWSS 3.5.2 Tools for the management of VWSSs  The importance and functioning of VWSS  Sensitization of the community on the importance of VWSS  Activities planning and implementation  Monitoring and evaluation  Conflicts management 3.5.3 Management of finances  Budgeting and mobilization of resources -10 Akum water project NWR sponsored by the UK citizens through United Purpose/Village Aid and implemented by MBOSCUDA - 2018

 Book keeping techniques  Internal rules and regulations (constitution and by-laws) which was developed in a participatory manner).

A few copies of the training modules were shared to the community to help them as a reference document. The consultant training report is attached as and annex to this report for the details.

3.6 Training on Bee-keeping: The introduction of beekeeping is a sustainability strategy to promote the proliferation of plants and motivate the communities to protect the catchment area from damage by fire, livestock and human activities. In addition, the honey will provide good nutrition to the community and is a potential source of income as well.

Training on beekeeping and provision of bee-farming equipment to participating communities was carried out for 2 days as from the 13-14 November 2018). The training involved 26 persons, consisting of 11 cattle herders and 15 crop farmers. Amongst these participants were 7 women.

The category of participants included Water Management Committee member, Dialogue Platform members, and traditional authorities.

Before the training proper started the consultant organised a brainstorming session to assess the knowledge of the participants on bee rearing. This now helped the consultant to adjust the training to the actual need of the participants.

The training modules included the following main topics;       

Introduction and Importance of Bee Keeping Apiary Installations and Management How to Harvest Honey and Other Hive products Making Bee Wax Products Bee pest, Predators and Diseases Bee sting and Management Income Generating in Bee keeping

Seven copies of a handout on bee-keeping were distributed to different categories of participants.

Also15 beehives of Kenyan Top Bar model, 2 smokers and 2 bee suits were given to the community. The beehives were installed in the protected spring catchment area some few months back before the training of the WMC. The reason was because they needed to be installed at the appropriate seasonal period to increase the chances of being colonised by bees.

All the 15 hives have already been colonized by bees which will provide a good practical aspect of the training.

The consultant training report is attached as and annex to this report for the details.

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Participants during practical training on bee-keeping in Akum

4. CHALLENGES AND MITIGATING STRATEGIES 4.1 The prevailing socio-political (Anglophone) crisis in the North West Region has affected project implementation in the following ways: 



No work can be done on days declared as “ghost town days” and this has contributed to delaying and altering the planned work for everyone concern. So, work was planned with the community and other stakeholders on convenient days to minimize attracting the attention of the so called “secessionist forces”.

Materials required for the water scheme were limited or not available and at all in Bamenda which is the closest town to buy materials. The main materials were bought from other Francophone towns like Douala and Bafoussam which contributed to increasing the cost of the materials. However, all the required materials were secured without spending above the total amount allocated for the project.

4.2 Some community members delayed participation in the general labour that was planned by the WMC because they were engaged with crop farming and transhumance activities.

Discussions were held with the community members to enable them plan and work in shifts such that project activities do not undermine their livelihood activities.

4.3 The distance of the spring catchment is in an enclaved area and far from the settlement of the community especially those of the herders whose settlement pattern is disperse as compared to the croppers who have a cluster settlement. Therefore, transportation of the materials by head-load to the catchment was strenuous for the community members. The project funds were used to pay for some bulky and heavy materials like the fencing polls, cement, iron/plastic pipes, sand and stones etc.

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5. CONCLUSIONS The project was successfully implemented despite the difficulties encountered. The community members and other stakeholders like the Member of Parliament in the area who provided some funds to support the community contribution in general labour highly appreciate this water project.

As a sustainability strategy, MBOSCUDA has supported the WMC to officially introduce the water scheme to the Municipal Council of Santa and the Ministry of Water Resources and Energy as these institutions/structures have the responsibility to support the Village Water Supply Schemes in each community. The WMC will use the constitution and by-laws to register with these supervisory bodies so that the community can benefit from the technical, financial and material support of these institutions when the need comes.

Some of the main positive changes observed as a result of this water project included but are not limited to the following points; 







There is increasing collaboration/cooperation among crop farmers and cattle herders that had lived in an unfriendly and conflict situation for many decades. It is evident that the water project in the community play an important role in unifying the herders and croppers thereby enhancing peaceful co-habitation.

The croppers and herders are now very aware of the need for the sustainable management of agro-pastoral resources for their mutual benefit. They have learned that working in alliances to manage farmer-grazer conflicts and agro-pastoral resources like water is more beneficial to them now and in the future than living in a perpetual conflict situation.

Communities have assured MBOSCUDA that if there is a reduction of the incidence of water borne diseases common in the community, they will inform MBOSCUDA. This is a good indicator of awareness of the community as a result of the water project implementation.

The community through the WMC and the traditional leaders for herders and croppers asked MBOSCUDA to express their gratitude to United Purpose and the British citizens who provided the funds for the implementation of the water scheme.

Annexes -13 Akum water project NWR sponsored by the UK citizens through United Purpose/Village Aid and implemented by MBOSCUDA - 2018

Water Management Committee training – Akum

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Report on bee-keeping training – Akum 1. Introduction MBOSCUDA is a non-profit organization working with the grass root communities advertised consultancy work to train some of its groups on beekeeping training. As expert on this domain, we presented manifestation of interest to carry out training. Training, modules, time table, methodology were presented. The duration of training was for two days (13th to 14th of November 2018. MBOSCUDA confirmed our selection to do the training after examining the CV presented.

2. Training preparation Following the signing of the training agreement and confirmation of the training dates with the village concerned, the consultant prepared the training strategy per module. The content of the strategy include the module, the lessons that constitute the module, an introduction, learning objectives, duration, materials, training methods and steps to be followed by the trainer during in the training.

MBOSCUDA printed the hand outs, made the bee hives, purchased the gloves, smokers, bee suits and veils to be used for demonstration during the training.

Due to practical needs of the training all beekeeping equipment were provided before the training for both practical training and distribution to participants..

3. Workshop proper 3.1Context Setting At the beginning of the training event or workshop, it is necessary that the participants feel at ease and to know those they are going to work with how long they will be together. Important issues like re-imbursement of transport were also discussed. This first session is also for agreement with everybody on how the workshop will be managed to break communication barriers that may negatively impact on the participants for maximum participation and benefit. It also includes the opening formalities outlined below.

3.1.2Opening of workshop -

Aims of the training and opening remarks by MBOSCUDA Livelihood Officer Prayers Self–introduction Opening remarks from the facilitator Presentation of workshop time table and training modules Presentation of workshop methods Selection of workshop secretary Workshop rules Fears and expectation Workshop Proper:  Presentation of objectives per module and training

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4.1.3 Aim of training workshop and opening remarks MBOSCUDA Livelihood Officer Mohammed Bawuro formally opened the workshop and thanked participants for having respected the invitation to the workshop and called on them to participate actively.He explained that the aim of introducing bee-keeping to the community water catchments which is the land which must be fenced off in order to protect water sources from contamination will remain economically productive for the farmers and grazers, rather than being seen as wasted space. This is vital in all the communities where rural water construction and catchment protection activities are taking place. He explained that population growth, environmental degradation and climate change have all had a negative impact on the amount of land available for crops and cattle grazing, making land an increasingly very scare and precious resource and therefore a constant source of conflict.

Establishing bee-keeping in catchments means communities (both grazers’ and farmers) have an additional vested interest in ensuring that the land remains protected while the bee hives will motivate them to constantly visit the catchments. Members from both the farming and cattle grazing communities serving in the dialogue platforms and WMCs will receive training in bee-keeping, keep and maintain the hives and other beekeeping equipment that will be given to them as a group. The purpose is also to encourage them for the voluntary work they have been doing.

Through this beekeeping they will gain subsidiary income while improving and strengthening dialogue between the two groups and between the grazing and farming communities. The experience in joint management and sharing of beekeeping resources in turn will ensure that their livelihoods are more secured accompanied with lasting friendship, mutual respect, dignity and understanding in the communities.

The lead trainer Mr.Chiabi Lawrence Nsom took over and made his general remarks on the character of the training which was followed by invocation and self- introduction.

4.1.4 Presentation of bee keeping training time table, methods, objectives and modules.

The facilitator took the rostrum and presented the training timetable and modules as outlined in the table below.

Table 1: Bee Keeping Training Timetable: Programme Day 1 (8.00 – 3.30) Modules Topics Context Setting (Opening ceremony, training objectives, expectation/fears, rules Modules 1: Introduction to honey Bee & its importance Lesson: One Bee family biology & behaviour Lesson: Two Life cycle of bees Lesson :Three Communication in bees Lesson: Four location of bees & hives Short Break Module 2 Beekeeping equipment Lesson 1 Types of Hives (Advantages & Disadvantages) Lesson 2 Bee harvesting gear Lesson 3 Bee Processing Equipment

Period 8.30 – 9.00

Time (minutes) 30mins

9.00 – 9.30 9.30 – 10.00 10.00 – 10.30 10.30 – 11.00 11.00 -11.30

30 30 30 30 30

11.30 – 12.00 12.00 – 12.30 12.30 - 1.00

30 30 30

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Lesson 4 Module 3: Lesson 1: Lesson 2:

Lunch Making Beekeeping Equipment (KTBBH) Apiary Management - Section A Apiary sitting and Hive Hanging Hive Placing and How to attract bees to the new empty hive

1.00 – 2.00 2.00 – 2.30

60 30

2.30 – 3.00 3.15-3.30

15 15 420

Period 08.00 – 08.30

Time (minutes) 30

08.30 – 9.00 9.30 – 10.00 10.00 -10.30 10.30 – 11.00 11.00 – 11.30

30 30 30 30 30

11.30 – 12.00 12.00 – 12.30 12.30 -01.00 01.00 – 1.30 1.30.00 – 02.30

30 30 30 60 30

02.30 – 2.40 02.40 - 02.50 02.50 – 0300 0.300 – 03.10

10 10 10 10

03.10 -.03.20 0.3.20 -03.30 .

03.30-.03.40

10 10 10 10

03.50-04.00 04.00 – 04.10 04.10 – 04.30

10 10 20

Total Programme Day 2 (8.00 – 3.30) Modules MODULE 3 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Module 4 Lesson 1 Lesson 2 Lesson 3 Lesson 4 MODULE 5:

Lesson 1 Lesson 2 Lesson 3 Lesson 4 MODULE 6 Lesson 1 Lesson 2 MODULE 7 Lesson 1 MODULE 8 Lesson 1 Lesson 2 MODULE 9

Topics Review of Day one Apiary Management Section B How to Unite colonies Hive Inspection Record Keeping Floral Calendar and Bee Keeping Short Break How to Harvest Honey and other Hive Products Introduction to honey, beeswax and their uses Introduction to Quality Honey Harvesting The steps in harvesting quality honey Lunch Processing Quality Honey by Floating and Pressing Methods Bee Stings and Management What causes bees to sting?

Management of bee sting Treatment of normal bee stings What to do when attacked during harvestingor visiting hives EXTRACTION OF BEESWAX Introduction to origin and of uses Beeswax Methods of wax extraction MAKING BEESWAX PRODUCTS Making Candle and Creams BEE PESTS, PREDATORS AND DISEASES

Bee Pests and predators Bee diseases ACTION PLAN

4.1.5 Workshop Methods

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The following workshop methods to be used were presented and discussed with the participants: Table 2: Workshop methods

PRACTICALS E

Brainstorming

Plenary

V A

F U

WORKING METHODS

L U A

N Discussion

Group work

T I O

VISUALISATION

This was followed by the selection of the secretary who presents a summary of the previous day’s training activities.

4.1.6 Workshop rules The Participants developed the workshop rules as follows:  Indicate before talking.  Don’t repeat questions  No noise  Respect others ideas  Respect time  Active Participation  Pidgin English approved.  No sub-meetings  All phones on vibration  No walking in and out without permission 4.1.7 Fears

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  

Time might not be respected Might not understand the package Closing late.

4.1.8 Expectations The following expectations were commonly expressed in all the workshop.          

To know more about bees and how they behave.

To understand the terms used in bee keeping.

To understand how bees produce honey To know how to attract bee into the hives and keep them To know how to make bee hives To know how to harvest and process quality honey To understand how to make maximum income form beekeeping To how to prevent bee stings and treat stings To understand what role the bees can play in catchment protection How to record information on the business

4.2 Training approach In each module, the lead facilitator first explained all the lessons that make up the module and learning objectives.He then assisted the participants to break up in groups according to the number of lessons in the module. Each group selected a secretary and brain stormed onwhat they know on the lesson assigned to their group. The secretary took down notes and presented the group work in plenary. The other participants added what they know and the trainer then made his own presentation and clarified all the participants did not know and answered all questions. This approach was highly appreciated because both the trainers and participants clearly identified the knowledge and skills gaps per lesson. This was followed by explanations to ensure that the learning objectives were properly achieved.

4.3 Module One: Introduction to the honey bee and its importance The facilitator made the introduction to this module following his presentation on charts to the participants and the training approach above was followed as outlined below: Lesson 1: The bee family biology and behaviour or habits Lesson 2: The Life Cycle of Bees Lesson 3. Communication in bees Lesson 4: The importance of Beekeeping Lesson 5: Beekeeping Systems and Choosing Appropriate Hives 4.3.1 Introduction -28 Akum water project NWR sponsored by the UK citizens through United Purpose/Village Aid and implemented by MBOSCUDA - 2018

     

Beekeeping is the science and art of rearing bees.

It is important to keep bees for the production of honey, beeswax, propolis, pollen (bee bread), royal jelly and bee venom; for food, medicine and income.

Beekeeping is also important for pollination and recreational activities.

The investment needs to start is minimal.

Bees are police officer to watch water catchment areas.

We need to have some basic knowledge of bee biology and the habits or behaviour of bees in order to be able to manage them very well and get maximum return on our investment.

4.3.2 Learning objectives By the end of the session, participants will be able to:1)

Identify the different castes of honey bee colony.

2)

State the roles played by the different castes in a honey bee colony.

3)

Explain the life cycle of the different bee castes.

4) Explain communication in bees 5) Explain the importance of beekeeping and 6) Beekeeping systems and choosing appropriate hives From the presentation in plenary the participants could not identify the different castes in a honey bee colony.

They could not also state the roles played by the different castes in a honey bee colony nor explain the life cycle of the different bee castes. They knew the bees communicated by humming. They knew about the different bee

hives but none of them were using the modern bee hives. A few participants were involved in traditional bee keeping.

The trainer systematically explained all the made a presentations on all the lessons based on the training hand out provided for the training. Appropriate coloured pictures were used as training aids for the life cycles and types of hives.

Categories of bees

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4.4 Module 2: Beekeeping equipment The trainer made the following presentation and followed the agreed approach as follows: Lesson 1: Types of hives advantages and disadvantages Lesson 2. Bee harvesting gear Lesson 3. Bee processing equipment Lesson 4: Making beekeeping equipment (Kenyan Top Bar Bee Hive)

4.4.1 Introduction The trainer explained why different types of equipment are used in beekeeping industry right from the apiary through harvesting and processing to transporting and storage of hive products and the learning objectives.

4.4.2 Learning Objectives By the end of the session, participants will be able to:1.

2.

3.

Identify the different types of hives advantages and disadvantages Identify the different types of bee harvesting gear and their uses Identify the different types of bee processing equipment and their uses

4.

Demonstrate the operation and use of the various beekeeping equipment

5.

Making Kenyan Top Bar Bee Hive (See manua)

The participants split into four groups finished their group work and made their presentation in plenary. The trainees had very little knowledge about the Kenyan Top Bar Bee Hive, gloves, and bee suites. Some people had used the bamboo bee hive but could not use it well. They all knew the bamboo hive lasted only a short while.A majority of the members knew they were not doing the right thing traditionally. They knew about using the sieve and agreed the local honey was not properly processed.

After the presentations the trainer demonstrated the operation and use of the various beekeeping equipment and demonstrates how to make a Kenyan Top Bar Bee Hive.

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Bee Suit, Bee smoker And some trainees after the workshop in Akum

Module 3: Apiary Management - Section A Lesson 1: Apiary siting Lesson 2: Hive Hanging Lesson 3: Hive Placing Lesson 4: How to attract bees to the new empty hive (catching a wild swarm, transferring bees, dividing existing colonies)

4.5.1 Introduction

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An apiary is the location of beehives or bee colonies in hives. Apiary management is the set of routine activities in an apiary depending on weather or seasonal changes and the initial objectives of set up. It is important for a beekeeper to know and use Good Agricultural Practices (GAPs) in his/her apiary for maximum yields and quality products.

4.5.2 Learning Objectives By the end of the session, participants will be able to:1.

Identify a good apiary site

2.

Demonstrate hive hanging and placing

3.

Demonstrate how to attract bees into a new empty hive, catch a wild swarm, transfers bees into a Hive and division of an existing colony.

The participants split into three groups finished their group work and made their presentation in plenary on. Only one person ever used bee wax to attract bee to the hive and they did not know how to catch a wild swarm, transfer bees or divide existing colonies. The trainer made a complete presentation on each lesson and they were very happy.

4.5.3 Module 3: Apiary Management – Section B Lesson 5: How to unite colonies Lesson 6: Hive inspection Lesson 7: Record keeping Lesson 8: Floral calendar and bee keeping

4.5.4. Introduction The trainer explained that: ˗

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Beekeepers unite colonies in order to enlarge a colony, improve their yield of honey or control a worker- laying problem. A colony can produce surplus honey only if it is strong enough and contains 6-8 combs with plenty of brood and sealed honey and covered well by bees. This very much depends on the colony having a productive queen.

Once the hive is occupied and the bees are busy, it is said to be colonized and it is important to inspect the colony to monitor its performance during inspection visits.

Good records kept by the beekeeper will help him/her to follow the general progress of his/her operations.

Two records are particularly important to keep on the colony and operational activities.

-32 Akum water project NWR sponsored by the UK citizens through United Purpose/Village Aid and implemented by MBOSCUDA - 2018

4.5.5 Learning Objectives By the end of the session, participants will be able to:1.

Demonstrate how to unite smaller colonies.

2.

Keep clean and hygienic apiary

3.

Carry out hive inspection

4.

Keep good records

5.

Floral calendar and bee keeping

The participants were not split into groups because this completely a new area in which they knew nothing.

However the few bee keepers and those who accompanied their parents to harvest honey when they were young had some experience in inspecting traditional hives if the honey was ready.

The trainer explained and made demonstration in the field for this module.

4.6 MODULE 4: How to Harvest Honey and other Hive Products Lesson 1: Introduction to honey, beeswax and their uses Lesson 2: Introduction to Quality Honey Harvesting Lesson 3: The steps in harvesting quality honey Lesson 4: Processing Quality Honey by Floating and Pressing Methods 4.6.1 Introduction The trainer explained the many products in a hive and they include honey, pollen royal, jelly propolis, bee venom, bees wax. We will examine honey and beeswax in details from here onwards.The trainer explained it is important for a beekeeper to identify, harvest, grade and handle excellent quality honey for marketing purposes. The quality of honey can be judged from its cleanliness, taste, smell, colour and moisture content.

4.6.2 Learning objectives By the end of the session, participants will be able to:1. Understand quality honey harvesting, the types of honey, what is beeswax 2. Understand what affects the good quality of honey and what to consider when harvesting honey -33 Akum water project NWR sponsored by the UK citizens through United Purpose/Village Aid and implemented by MBOSCUDA - 2018

3. Understand the steps in harvesting quality honey 4. Understand and describe the two processes of honey processing by floating and pressing It is only one person in the group work that has little knowledge about wax. All others knew nothing about the biproducts of honey. They were amazed to learn how many young bees they had killed, which contributed to poor quality honey and loss of income. This was central module that brought a lot of excitement.

Diagram showing the life cycle of the honeybee

4.7. MODULE 5: BEESTINGSAND MANAGEMENT Lesson 1: What causes bees to sting?

Lesson 2: Management of bee sting Lesson 3: Treatment of normal bee stings Lesson 4: What to do when attacked during harvesting or visiting hives 4.7.1 Introduction ˗ Bees sting painfully, but the tropical bee in addition can kill both man and his animals. ˗ The beekeeper who is afraid of his bees is like a farmer who will not go to his farm for fear of a snake bite. ˗ It is interesting to note that the bee stings can treat diseases like arthritis. ˗ Thus a few stings that administer small dose so five times will be helpful once a while

4.7.2 Learning objectives By the end of the session, participants will be able to:1 : Understand what causes bees to sting 2 : Understand how to manage bee stings 3 : Understand the treatment of normal bee stings -34 Akum water project NWR sponsored by the UK citizens through United Purpose/Village Aid and implemented by MBOSCUDA - 2018

4 : Understand what to do when attacked during harvesting or visiting hives The group had little experiences in managing bee stings and shared in plenary. They understood the main cause for bee stings was disturbance and agitations. They explained it was important to remove the bee sting immediately and rub it with mud, honey, tobacco, cocoyam stem liquid and wood ash to manage normal stings. They did not know how to handle abnormal stings when many bees sting. The trainer explained the entire module.

4.8. MODULE 6: Extraction of Beeswax Lesson 1: Introduction to origin and of uses of beeswax Lesson 2: Methods of wax extraction, hot water bath and solar wax melter method 4.9.1 Introduction -

Beeswax is the substance used by bees to make their combs to store their honey.

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Beeswax is often the second most valuable product after honey. It is harder than other waxes such as paraffin wax and has a low melting point (64 degrees centigrade).

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Beeswax is not a plant product but a bee secretion.

4.9.2 Learning objectives By the end of the session, participants will be able to:1 : Understand what bee wax is, its origin uses 2 : Understand how to manage bee stings 3 : Understand the methods of wax extraction, hot water bath and solar wax melter method

Only a few of the participants knew about bee wax. They had group discussion and plenary presentation because they could contribute but they their products were not refined. The participants were very impressed with this module especially how much money they could fetch from it and its wide uses to be discussed in the next module.

4.10 Module 7: Making Beeswax Products Lesson 1: Making Candle Lesson 2: Making Creams 4.10.1 Introduction

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Beeswax is good for candle making as it burns with a bright steady flame and it has a higher melting point than cheaper candles. ˗ The candle will remain upright in hot weather and does not smoke. ˗ Beeswax is good for making creams and ointments by adding ingredients 4.10.2 Learning objectives By the end of the session, participants will be able to:1 : Understand why bee wax is good for making candles and how to make good candles 2 : Understand why bee wax is good for making creams and how to make good creams After the introduction, it was noticed that all the participants knew nothing about beeswax. At the end of the training participants were very happy to learn how to produce good candles and creams.

4.11 MODULE 8: BEE PESTS, PREDATORS AND DISEASES Lesson 1: Bee pests and predators Lesson 2: Bee diseases 4.11. 1 Introduction Every natural living animal or insect has enemies in the form of diseases and predators.

The diseases are contiguous and non –communicable 4.11.2Learning objectives By the end of the session, participants will be able to:1 2

: Understand, detect, manage and prevent bee pests and predators : Understand, detect, manage and prevent bee diseases

This was group work because they knew little or nothing and could not contribute much on the predators and pests. They knew that rats, lizards could cause bees to live the hives if or example the rat bore a big hole in the hives and water could enter the bees could leave. They did not know how to distinguish pests from diseases. The trainer took time to make his presentation.

5. Action Plans At the end of the workshops the Livelihood Officer of MBOSCUDA announced the provision of 15 beehives which are already installed in the catchment, 2 smokers, 2 bee suites and the committees had to plan how to manage the equipment. This required that the participants produce a work plan on how to manage the equipment, honey and

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bi-products. The trainer guided the participants and the following work plans were produced to enable the participants monitor and evaluate the performance of their apiaries.

6. Lessons learned -

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The facilitator learned that the participants were not as ignorant in beekeeping as they claimed they were because, the groups brainstorming and discussions brought out a lot of important points which contributed enormously The participants and local bee farmers learned that they had much more to learn even in the area of harvesting were they thought they were already experts The female participants saw that beekeeping was not only a man’s job but also great for women.

Both the farmers and grazers saw that beekeeping will not affect their dedication to their farms and cattle like they thought because it was not time consuming nor did it require much labour.

The participants learned how less stressful, cheap and lucrative beekeeping was.

Most interestingly, participants learned that bees were not just bees but existed in a family.

The relationship between the bees and catchment was very interesting because they will keep away intruders but motivate them to frequently visit the catchment.

The new relation established between the WMC and Dialogue Platformin the joint management of the beehives has highly solidified the collaboration ties in conflict management and protection of the catchments.

7. Evaluation At the end of the workshop there was an evaluation during which the participants rated their understanding of the modules. The evaluation proved that the learning objectives were significantly achieved.

8. Conclusion The training was very success and the participants highly appreciated the training. Participants were very active and participated in the training they expressed their satisfaction and promised to implement the learning gathered within the two days training. They underscored the fact the entire water project is there’s and careful management of the catchment area and the apiary will be given the priority it deserved.

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