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Conrad Bérubé |
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Conrad Bérubé |
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| Farmserve Africa Farmer to Farmer volunteer report Higher incomes for beekeepers through the
Trip dates September 15, 2002 to October
16, 2002 Conrad Bérubé |
Training schedule and lesson plans
Oict training center, kumbungu, Ghana
October 7, 2002 to October 12, 2002
Note: in addition to the following formal sessions the participants viewed a number of videos during breaks and non-programmed time including “the kenya top-bar hive” (university of guelph), “the African bee” (usda) and some “home videos” of a wild nest transfer and the formation of a “bee beard” using an artificial swarm. these videos assisted in familiarizing clients with the biology of honeybees and techniques of management.
Monday, October 7, 10:00 am to 12 noon
Introduction: beekeeping history
Overview:
Working with African bees can be dangerous. it is important that participants understand that bee-work spans a continuum of skills level and that to become a beekeeper requires commitment and practice. an introduction to bee-working practices typical of various African cultures should assist trainees to understand the spectrum of bee-culture across the globe and how they can fit in.
Objectives:
By the end of the session participants were able to:
* explain what to look for to have confidence in the training program.
* indicate generally how far down the road of beekeeping they want to go.
Activities:
30 minutes
A brief lecture was given to introduce the history of beekeeping in Africa, the program schedule, objectives and format and the findings of field visits to group apiaries.
Materials:
Flip chart, pens
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| Bee-culture has played an important role in the culture and economy of western Africa. Honey has traditionally been an important food item and has documented efficacy for both internal and external medical applications. Bee products have been harvested from wild nests and a variety of traditional hives in Africa for millennia. wax has been used in traditional African crafts such as batik dyeing and lost-wax metal casting. | ||
Overview:
The discovery of the bee-space made possible the movable comb hive. moveable comb hives, in turn, make hive management much more practical and productive. adding handles and hanging the Kenya Top Bar Hive (KTBH) can provide significant advantages in the field-- principally protection from the entry of pests (especially ants) into hives, and overthrow of hives by animal rubbing and wind.
Objectives:
By the end of the session participants were able to:
* add handles to a KTBH.
* explain the basic advantages of the KTBH over fixed comb hives (KTBH allows for management, can be harvested with relative ease, preserves the integrity of the colony, can be easily transported, etc.
* hang hives at appropriate heights and in appropriate locations (shaded, 200 meters from animals, dwellings and foot or road traffic) and explain the advantages offered by this practice (comfortable bees are less defensive and more productive).
Materials:
Newsprint, markers, 3 Kenya Top Bar Hives (no bees); 2 dozen 3-inch long nails, enough wood to make 6 1.5 meter long handles (about 12 meters of 1" x 2" lumber), 24 meters of nylon rope, access to 3 hammers and 3 saws
Activities:
25 minutes: kenya top bar design.
Participants were lead through a review of the three stages of the bee/human relationship followed by a discussion of the various types of hives used for each stage. the advantages of the KTBH design was emphasized and the participants were lead through a review of the advantages and appropriate conditions for hanging hives..
60 minutes: hive modification
Participants modified KTBH’s to allow them to be hung and then installed them in appropriate locations around the training centre.
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| "stretcher" handles can easily be added to the kenya top-bar hive. Such handles can be facilitate carrying fully loaded hives and provide a handy resting spot for combs removed from the hive during inspections. The handles also allow the KTBH to be hung from posts or tree-limbs to reduce damage caused by ants and bush fires and prevent knock-down by wind and domestic animals. Photos show cooperative members and PCF's hanging hives during a training exercise, line drawings are part of instructional newsprint materials developed for the training. | |
Natural enemies, apiary design and hive maintenance
Overview:
My field visits in Ghana indicated that the client group is fairly homogenous in skill levels and that all fall within the skill set characterized as bee-having in which no manipulation of the brood nest occurs—hives are merely provided for bees in a convenient location. the advantages that bee-havers can convey to their charges is sufficient to substantially increase honey production over traditional bee-hunting techniques. this session highlighted practices that can maximize the assistance afforded to bees to overcome the challenges they face.
Overview:
By the end of the session participants were able to:
* identify at least three natural enemies of bees (ants, spiders, scorpions polistes wasps, lizards, mouse-squirrels, termites, hive beetles, and toads in descending order of destructiveness and prevalence).
* identify three other environmental challenges that bees face (heat, wind, dampness/rain).
* identify three ways to make the apiary safer for humans or bees.
* discuss 5 methods for increasing the efficiency of the bees work by manipulating the hive location or hive conditions.
Activities:
45 minutes: natural enemy role play.
Participants each took on the part of a colony member or natural enemy in a game/role play intended to get trainees to understand the challenges bees face in locating a suitable nest site.
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| To paraphrase Mohammed Ali (the boxer not the beekeeper) trainees learned to "float like a butterfly and think like a bee". Two teams of trainees assumed the roles of swarm bees (with one queen a number of hive bees and a smaller number of scout bees). while the hive bees danced about and serenaded their queens, scout bees attempted to find an appropriate "hive" amongst the rooms of the training center dormitories. Scout bees who entered hives occupied by trainees posing as ants, lizards or other natural enemies were detained. Eventually a scout from one of the swarms discovered an appropriately empty hive and led the team to its new home. This helped drive home the concepts intrinsic in swarm nest-site searches and underlined the importance of maintaining bait hives free of occupants other than bees. | ||
Materials:
Photocopied “name tags” and instructions identifying to which caste or age class each trainee belongs or which kind of natural enemy they are to portray—the roles of natural enemies should be given to literate participants to minimize confusion and reduce verbal instruction-giving, flip charts and markers.
Natural enemy role-play instructions:
You are spiders. if a honeybee comes into your room tell them that they have been caught in your webs and must stay with you until we come for you.
You are lizards. if a honeybee comes into your room tell them that they have been eaten by you and must stay with you until we come for you.
You are a colony of ants. if a honeybee enters your room tell them that the hive already has occupants and that they must keep looking for a home of their own.
Add lemon grass to list of materials
You are a queen bee. if your swarm succeeds in finding a hive and a honeybee from another swarm enters your room tell them that the hive already has occupants and that they must keep looking for a home of their own.
you are a honeybee scout. you are searching for an empty hive. please enter the rooms marked with the hive symbol and inspect it for suitability. if it is empty you may return to your swarm and direct them to the hive. if the hive is not empty follow the instructions of the occupants.
The
pictures below can be used to make “badges” for participants assuming
the various roles.
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50 minutes: discussion of natural enemies and environmental challenges:
A discussion period to generate a list of the natural enemies and environmental challenges bees confront was followed by a flip-chart review of apiary selection high points to convenience working with and around bees.
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| Apiaries should be established where hives will receive shade during the hottest portions of the day and where bees will have access to water and nectar and pollen bearing plants. Hives should be arranged so that entrances all face outwards (or all inwards) so to create a safe zone, out of bees' flight paths and the sensory periphery of bees, allowing easier apiary maintenance and hive manipulation. Apiaries should also be placed at least 200 meters from habitations, animal harborages and thoroughfares | |
Video of wild hive transfer
Overview:
The beekeeping skills of most participants was minimal. in preparation for the removal of wild nests on the training grounds a brief video of such a practice performed at the OIC guest-house was shown.
Objectives:
By the end of the session participants were able to:
* explain the basic technique for harvesting a wild colony
* identify the materials required for harvesting wild nests
Activities:
20 minutes
Materials:
Video tape of wild nest removal, television, video cassette deck
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Honey harvesting
Overview:
Harvesting wild colonies is very similar to harvesting KTBH’s. the methods employed for harvesting are crucial to the quality of the product and are a major point of consideration for a beginning beekeeper. trainees participated in the removal of honey from wild colonies on the grounds of the training center and transferred the combs into a kenya top-bar hive.
Objectives:
By the end of the session participants were able to:
* explain the advantages of night-time manipulations of defensive bees in comparison to daytime nest revisions.
* identify the materials and equipment necessary to conduct harvesting of a wild honeybee nest.
* assist in the harvesting of wild or hived colonies.
* put on a bee veil.
Activities:
10 minutes: basic beekeeping equipment
Participants were shown various types of veils and protective equipment and discussed their advantages and disadvantages.
10 minutes: lighting a smoker
Participants practiced lighting a smoker and using it safely and effectively.
2.5 hours
Participants removed bees from a nest site on the grounds of the training center. the bee space and caste biology was introduced to participants and the concepts of bee-killing and bee-having were discussed.
Materials:
Protective equipment for all participants (coveralls, veils, hats, gloves, boots), smoker, spray bottle, large knives, clean buckets, flashlights, ladders, hive tools.
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| Beekeepers will often be called upon to remove wild nests from inconvenient locations such as the eaves of houses-or in this case one of the buildings at the training center. Such an exercise provided good training opportunities to novice beekeepers as well as providing raw material for sessions devoted to honey and wax processing. |
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tuesday, October 1, 10:00 am to 12 noon
Review of common problems noted during project field visits
Overview:
In the few weeks immediately prior to the training, Conrad Bérubé (the FtF volunteer) and Mohammed Ali (the locally contracted bee technician) conducted field visits to all of the communities represented by the participants. the problems encountered in the apiaries were fairly consistent:
· Many hives were occupied by organisms other than honey bees (bees will usually not colonize hives under such conditions)
· A number of apiaries were arranged haphazardly
· Clients were unfamiliar with beekeeping techniques and therefor quite fearful of bees
Objectives:
By the end of the session participants were able to:
* identify means of preventing or correcting invasion of empty hives by ants, polistes wasps, lizards, mouse-squirrels, scorpions, spiders, termites, hive beetles, and toads.
* name at least three characteristics of a good apiary site including strategies for protection of hives from excessive heat, rain, wind, animals.
* explain two strategies for hive arrangement that will minimize colony defensiveness and hence facilitate more thorough/frequent apiary maintenance
Activities:
2 hours
Video footage taken during community field visits was reviewed with the group. participants discussed options for avoiding or correcting the various problems encountered.
Materials:
Video tape of wild nest removal, television, video cassette deck
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Ants,
wasps, spiders, scorpions, lizards, and rodents may occupy hives and prevent
bees from taking up residence. During the swarm season regular visits
should be made to apiaries to ensure that hives unoccupied by bees are
free of pests. wood-destroying termites can cause damage to the structure
of hives or hive stands. African hive beetles can consume honey and foul
combs. Toads can consume great numbers of bees but often go unnoticed
since they are nocturnal in habit. Client women were instructed in measures
to reduce impacts from all these pests.
Although ants
were the most common problem, dormice were the most interesting to me-since I had never seen them before. Dormice are rodents but are not, in fact,
mice and are instead, members of a distinct genus. In appearance they
resemble a cross between squirrels and mice and their behavior is likewise
intermediate between the two. They feed on seeds, fruits and insects-
making them a threat to scout bees. |
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Tuesday, October 1, 2:00 to 4:00 pm
Comb transfer and handling of combs
Overview:
Beginning beekeepers often find it difficult to handle combs depending from top-bars without a considerable amount of breakage. if brood combs are broken during hive manipulations such as harvesting the beekeeper will have to tie the comb back onto the top-bar or risk losing the brood from that entire comb. transferring combs harvested from wild nests gave clients the skills to repair damage they may cause during nest inspections and harvest. exercises in manipulating the transferred comb developed the skills required to prevent breakage in the first place. at the same time, since the activities were performed away from defensive bees the clients could handle the comb without the necessity of wearing protective clothing. since the comb attracted a good number of foraging bees the clients had the opportunity to observe the behavioral differences between bees searching for food in comparison to defending nest stores and brood.
Objectives:
By the end of the session participants were able to:
* attach cut or broken combs back onto top bars
* competently handle comb with less breakage than previously esperienced
* use KTBH stretcher-handles to hold comb when not being manipulated
Activities:
1.5 hours
Comb harvested from wild nests was transferred to top bars to demonstrate the technique for installing a wild nest to a hive. participants practiced inspecting combs as a necessary skill for harvesting or hive revision. at the same time, the basic colony resource requirements and nest structure were reviewed during observations of the comb.
Materials:
Ktbh top-bars, cotton rags, unraveled nylon rope strands or strong thread, knives.
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Transferring
and manipulating comb is an important skill for beekeepers using top-bar
hives so they are able to prevent and repair breakage of brood combs during
harvests and other hive manipulations. Because the exercise was performed
on transferred comb, staff and local Peace Corps volunteers rose rosely,
suzy corbin and amanda gordon, could assist in the session without the
need for protective clothing.
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protective clothing
Overview:
Novice beekeepers need instructions on proper use of protective clothing.
Objectives:
By the end of the session participants were able to:
* identify a “buddy” to assist in checking that protective clothing is properly adjusted.
* correctly wear their veils, hats, gloves and boots
Activities:
30 minutes
The participants paired off under a buddy system and checked each other over for the kinds of gaps that can be overlooked when one is girding oneself for beekeeping.
Materials:
Protective equipment for all participants (coveralls, veils, hats, gloves, boots)
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Tuesday, October 1, 7:00 to 9:30 pm
wild nest harvesting
Overview:
Harvesting wild colonies is very similar to harvesting KTBH’s. the methods employed for harvesting are crucial to the quality of the product and are a major point of consideration for a beginning beekeeper. trainees participated in the removal of honey from wild colonies on the grounds of the training center and transferred the combs into a kenya top-bar hive.
Objectives:
By the end of the session participants were able to:
* apply smoke to drive bees from comb.
* use the materials and equipment necessary to conduct harvesting of a wild honeybee nest.
* harvest wild or hived colonies.
Activities:
2.5 hours
Two more wild nests were removed from the roofs of the training facility the participants conducting the removal almost entirely themselves.
Materials:
Protective equipment for all participants (coveralls, veils, hats, gloves, boots), smoker, spray bottle, large knives, clean buckets, flashlights, ladders, hive tools.
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Heavy colony manipulations, such as the removal of a wild nest from the eaves of one of the buildings at the training center are best done at night when bees do not fly to any great degree and thus the risk of stings is greatly reduced. Encouraged by their success in the harvest participants performed an impromptu victory dance. Sanatu mahamah, fishata issah, and wumbei napari sing and clap as part of the accapela chorus |
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wednesday, October 2, 10:00 am to 12 noon
Swarm installation
Overview:
During swarming season swarms are often discovered hanging from tree limbs or other locations where they represent a free resource that can be collected and installed in hives. although swarms are much more docile than colonies certain skills are required for convenient handling and hiving.
Objectives:
By the end of the session participants were able to:
* make a low-tech queen cage.
* construct bee brushes from grass, inner tubes and sticks.
* brush bees from surfaces.
* rub a KTBH with beeswax and lemon grass to promote hive occupation.
* install a swarm into a hive.
* use vegetation to conceal themselves from defensive bees.
* rescue an underdressed bystander from defensive bees.
Activities:
The colonies which had been removed over the previous evenings formed swarms which the participants attempted to install. one swarm was successfully installed but the other swarm (larger and still in the location of its old nest where nest odors increased the stimulus for defensive behavior) became irritated and curtailed the activity.
Materials:
Ktbh, screen for queen cage, candy to plug queen cage, grass brushes, strands cut from a used bicycle inner-tube.
| A good honey flow is dependent upon an abundance of nectar-bearing plants, good weather that favors nectar production and bee-flights, and a large population of foragers that peaks concurrently with the peak nectar flow- brought about through good hive management. |  |
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| Trainees participate in hiving a swarm at the training center-an exercise that built their confidence about working with bees. | ||
wednesday, October 2, 2:00 to 4:00 pm
Honey processing
Overview
Honey production is by far the preponderant management objective of Ghanaian beekeepers, whether that production be for home consumption or for sale. the methods employed for harvesting are crucial to the quality of the product and are a major point of consideration for beginning it is important to use local materials and techniques appropriate to local client groups to harvest and process honey.
Objectives:
* remove, extract and process ripe honey
* discuss and practice proper techniques for recognizing and harvesting ripe honey
* name two medicinal uses of honey
Activities:
5 minutes: intro
85 minutes: extraction demonstration
Ripe honey was extracted from comb by pressing and filtering.
Materials:
Buckets, screen, large knives, polyethylene sheets, used, clean bicycle inner tube
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Honey produced by improved harvesting and processing techniques (shown to the left in the leftmost image above) can greatly improve the quality of honey as compared to honey produced by traditional honey tapping (shown to the right in the leftmost image above). Harvesting only ripe honey from combs that do not contain brood or pollen ensures that the final product is attractive and has good flavor and self-preserving properties. |
Overview:
wax is the second most economically important product of the hive and, even in raw form, on a weight to weight basis, is more valuable than honey. however, new beekeepers often do not recognize the economic potential of wax if properly processed. simple techniques for purifying beeswax will encourage the clients to render comb for sale or home use.
Objectives:
By the end of the session participants were able to:
* extract wax from harvested comb
* name three uses for harvested wax
* provide residual larvae to poultry
Activities:
60 minutes
wax was processed by bagging combs in a cotton sack and submerging the sack in a cauldron of boiling water. extracted wax was ladled off for cooling.
Materials:
Charcoal, charcoal burner, cauldron, water, combs from which honey has been extracted, cotton sack, string, stirring/twisting sticks, ladle, cooling buckets.
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Beeswax can be even more valuable on a weight-to-weight basis than is honey-if it properly processed. The images above show how beeswax can be purified by placing combs into a tight-weave cotton sack that is then placed in near-boiling water. when the wax inside the sack has been sufficiently heated the sack can be squeezed and twisted in the pot so that the wax is expressed. The molten wax floats to the surface of the water where it can be ladled off and allowed to solidify. |
Thursday, October 3, 10:00 am to 12 noon
Honey packaging and pomade (cold cream) production
Overview:
A quality product will go a long way to developing the confidence that encourages return-customers and the efficient production of a product is the keystone to any marketing scheme. "value-added products" such as creams or ointments made from wax, etc. Can greatly increase the value of the raw materials that go into their manufacture.
Objectives:
* bottle honey in a high-end direct-to-table package
* produce a value-added product (pomade) from honey
* name two medicinal uses of pomade
Activities:
30 minutes: packaging and marketing high-end honey.
A demonstration of the production of grocery-store-quality honey introduced a discussion of shelf-life, hygiene and marketing pertaining to honey. medicinal properties of honey and the historical significance of honey were also touched upon. participants washed receptacles, pasted labels and filled jars of honey.
Materials:
Receptacles with lids, labels, glue, funnel, catch dish
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| An attractive label can increase the marketability of the finished product. | |||||
Clients made pomade from wax and shay butter and packaged it for distribution.
Materials:
Charcoal, charcoal burner, cauldron, water, 1 kg of shay butter, 330g of wax, 200 grams of water, charcoal, cauldron, stirring sticks, receptacles with lids
Beeswax pomade (cold cream)
(adapted from gentry, c. 1982. Small scale beekeeping. Peace Corps,
Office of information collection and exchange, Washington, D.C.)
This recipe is a favorite amongst the beauty conscious and weather‑chapped alike and serves as a cold cream as well as a moisturizer for dry skin:
100 gms beeswax
200 gms water
300 gms Shea butter
6 gms borax (if available)
Aromatic essence (if desired)
The borax, or sodium borate, neutralizes the acids in the beeswax and acts as an emulsifier.
Put all ingredients into a pot and heat. stir until the wax is completely dissolved and remove from heat. add the borax to the mixture while stirring briskly. stir until a smooth emulsion is formed.
when the mixture has cooled to the point at which it is starting to solidify add the aromatic essence and stir thoroughly. when cool enough that a creamy texture is achieved pour or scoop into jars and allow to set with the lids off. put lids on when pomade is cool.
(note: baby oil may be substituted for the shea butter‑‑ although the resulting product is a bit greasier. however, baby oil is a petroleum-based product and, a cosmologist friend of mine tells me, will offer only a temporary emollient effect and tends to dry out the skin in the long run. she suggests that vegetable oils, like shea butter, be used if possible, in which case care should be taken to keep the final product from going rancid if it is going to stored for more than several weeks. I have tried this recipe using several types of oil, both comestible and those used exclusively for external application, and have had success with all of them. almond oil yields one of the most pleasant creams but is a bit more expensive and tends to go rancid if not refrigerated. I prefer not to add aromatic essences thus allowing the natural fragrance of the beeswax and the vegetable oils (in some cases) to come through.
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| The working up of value-added products increases the opportunity for generating income at the village level. Cold-cream or pomade, like that being concocted by community beekeeping trainers raabi karimu and memenatu mohamed, above, can be marketed locally or at the town and city level or used at home to protect the clients skin from the drying effects of hot winds or working in soil. | ||
thursday, October 3, 2:00 to 4:00 pm
Intro to bee biology
Overview:
It is necessary for all beekeepers to develop a knowledge of the functional biology of the honeybee and what aspects of that biology can be manipulated.
Objectives:
By the end of the session participants were able to:
* to identify the three castes, anatomy and life cycle of bees.
* to discuss the role of each caste in the colony.
* to list the resource needs of the colony.
* to identify excessive drone comb in the colony as a sign of a failing queen
* use low-tech means of rearing replacement queens
Activities:
5 minutes: intro
120 minutes: anatomy
Photos, video clips and dead drone and worker bees were used to identify the anatomical differences and roles of the various castes. cardboard puzzle bee parts were passed out to the participants and each caste assembled on a display. as the participants put each bee together they'll be asked to discuss/conjecture on any noteworthy function of the part they have.
Materials:
Dead drone and worker bees, bee caste puzzle, video clips, television and vcr, bee photos and flip chart illustrations, markers and pens.
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Batik
Overview:
Batik (called "tie & dye" locally) is well developed in many parts of Ghana but not a traditional activity among the client group. the process offers another value-added product which can be used to generate income for the clients.
Objectives:
* prepare foam stamps for creating images
* dye, fix colors and remove wax from dyed cloth
Activities:
60 minutes
Clients melted wax, stamped, dyed and fixed colors
Materials:
3 cotton t-shirts, salt and baking soda (as mordants), dye, charcoal burner, charcoal, cauldron, beeswax, foam, razor blades, large knife, cardboard, iron, clean, bland newsprint or flip-chart paper.
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The nectar cycle and basic management
Overview:
The basis of beekeeping is management of the brood nest in order to control swarming and synchronize the peaks of forager population in the hive with nectar flows in the surrounding area. such management requires beekeepers to be familiar with the annual cycles of flowering in their environs and to perform manipulations of the brood nest to more efficiently exploit the nectar resources.
Objectives:
* explain how the queen's egg-laying is influenced by floral resource cycles
* name two labor inputs that will assist in maximizing honey yields
* identify four resources that bees collect to meet the needs of the colony.
Activities:
90 minutes
Clients participated in a role play intended to illustrate how egg-laying and worker bees' progression through labor age-classes interact to determine the hive demographics.
Nectar cycle role play
Queen:you are the queen bee-- after each cup of "nectar" you will release an adult bee from its cell (this will symbolize transition through the entire immature stage from egg to larva to pupa until adult emergence from the cell) by tapping on the head one of the trainees who is in the “brood comb”.
Flower:you are a flower. give as much nectar as you have to any bees that visit you. (your nectar supply will be dictated by the weather god [i.e. The session facilitator]).
Bees:you are a hive bee-- take the nectar from returning bees and feed the queen with it. after three weeks you will become a forager bee. when you are a forager bee your job is to find flowers and collect nectar from them. when you find a flower with nectar you should do a dance indicating to the other foragers the location of the nectar source. after 3 weeks as a forager you die. when the bee you are playing is dead, go back to sitting in the “brood comb”
Materials:
2 buckets, 18 cups, water
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A good honey flow is dependent upon an abundance of nectar-bearing plants, good weather that favors nectar production and bee-flights, and a large population of foragers that peaks concurrently with the peak nectar flow- brought about through good hive management.
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Overview:
It is usually desirable to review newly acquired skills to highlight important aspects and their applicability. clients demonstrated their understanding of key concepts and activities covered during the training program and were thanked for their participation and enthusiasm.
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For more information on the farmer-to-farmer program write to
Farmserve Africa Program
OIC International 240 West Tulpehocken Street
Philadelphia, PA 19144
For more information on the Peace Corps visit the following website:
or write to:
Peace Corps
806 Connecticut Avenue N.W.
Washington, D.C. 20526
Or call (toll-free): 800-484-8580 or look up the local recruiting office under the government listings in your telephone directory.
Back to Conrad's Farmer to Farmer home
page
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