Farming for Peace Project
Training Manual for Growing Beans
CPU Agriculture Department
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Table of Contents
1.0: Trainer’s Guide ......................................................................................................................... 4
1.1: Methodology ........................................................................................................................ 4
1.2: Preparation checklist ............................................................................................................ 4
1.3: Setting the stage .................................................................................................................. 4
1.4: Using questions .................................................................................................................... 4
2.0: Session One: Land Preparation ................................................................................................ 5
2.1: Activity 1: Introduction to Land Preparation and Why it is Important ................................ 5
2.2: Activity 2: Using Minimum Tillage to Prepare Land and its Importance ............................. 6
2.3: Activity 3: Demonstrating Minimum Tillage ........................................................................ 7
2.4: Share and Discuss ................................................................................................................. 7
2.5: Wrap-up ............................................................................................................................... 7
3.0: Session Two: Seed Selection .................................................................................................... 8
3.1: Activity 1: Accessing Quality Seeds ...................................................................................... 8
3.1.1: Seed Varieties Table ...................................................................................................... 9
3.2: Activity 2: Conducting germination test before planting and Why it is Important ........... 10
3.3: Share and Discuss ............................................................................................................... 10
3.4: Wrap-up ............................................................................................................................. 10
4.0: Session Three: Planting beans and its nutrient Management ............................................... 11
4.1: Activity 1: How to Plant beans ........................................................................................... 11
4.2: Activity 2: Nutrient for beans (Fertilizer application) ........................................................ 12
4.3: Activity 3: Application of basal and top dressing fertilizer ................................................ 13
4.4: Activity 4: Mulching ............................................................................................................ 14
4.5: Activity 5: Managing Weeds.............................................................................................. 15
4.6: Share and discuss ............................................................................................................... 15
4.7: Wrap-up ............................................................................................................................. 15
5.0: Session Four: Pest and Disease Management ....................................................................... 17
5.1: Activity 1: Common bean pests ......................................................................................... 17
5.2: Activity 2: Identification and control of common diseases ............................................... 18
5.3: Discuss and Share: .............................................................................................................. 19
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5.4: Wrap-up ............................................................................................................................. 19
6.0: Session Four: Harvest and Post-Harvest Handling ................................................................ 20
6.1: Activity 1: Harvesting Soy beans ........................................................................................ 20
6:2: Activity 2: Post Harvest Handling and Storage .................................................................. 21
6.3: Discuss and share ............................................................................................................... 22
6.4: Wrap-up ............................................................................................................................. 22
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1.0: Trainer’s Guide
1.1: Methodology
Sessions in this guide are composed of a mix of trainer-led discussions, group brainstorming,
and demonstration activities. These activities are participatory, aimed at making use of the
skills and information that farmers already possess while correcting misconceptions, and
facilitating use of recommended concepts and messages by providing accurate information on
bean production.
1.2: Preparation checklist
 Gathering background information about the groups you will work with.
 Reviewing the manual thoroughly and relating it to research work.
 Assembling all the materials needed for training activities and discussions
1.3: Setting the stage
This involves creating an atmosphere that will encourage the full and active involvement of all
participants involved. This should be done on meeting the groups for the first time. The trainer
should device the best approach that works for him or her to do this. The approaches are
determined by the audience and the prevailing circumstances in that location/area.
1.4: Using questions
Questions will help clear misconceptions and reinforce correct information and its use. They
also provide a simple method for gauging how much your participants know about the subject.
Whenever you ask a question, provide time for participants to respond. If participants do not
respond, you can go ahead and give them the answer to the question asked.
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Production of Bean
2.0: Session One: Land Preparation
Objectives of the Session

Understand what land preparation is and its importance

Explore the traditional or the prevailing land preparation technique in the community

Understand minimum tillage in land preparation

Explore why minimum tillage in land preparation is important

Practically apply minimum tillage
Materials
Farmers need to carry along with the hand hoes, piece of land on which demonstration unit will
be established, non-synthetic ropes, and 60cm pegs.
Duration
This is determined by how much time the trainer sees as needed to have the job done. To set a
simple demo of 36m2, 1 hour is adequate to have the concept practically understood.
Activities
2.1: Activity 1: Introduction to Land Preparation and Why it is Important
a) Say: To farmers it is important to note that a successful crop production should ensure
higher yields of the crop grown which directly determines household food and income
security. To achieve this, farmers need low cost and timely land preparation.
b) Land preparation involves commonly plowing, tilling, mixing and overturning the soils. It
involves breaking larger soil clods into smaller particles, incorporating plant residues in
the soils, and leveling it.
c) Say: Land Preparation ensure that land is a suitable for seed germination, helps in weed
control and provides a leveled surface for crop establishment.
d) For a good bean yield,
 The land should be open, flat or gently sloping
 Soils should be well drained (should not collect water for a long time after
raining or watering.
 Soils should be fertile
e) Asked farmers the common activities farmers in the community do during land
preparation.
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f) Notice that farmers may mention some undesired practices of indiscriminate cutting
down of trees and burning of forest to open land.
g) Discourage farmers from using such undesired practices and make them know that
indiscriminate cutting down of trees leads to loss of soil fertility, increases soil erosion,
and caused environmental degradation.
h) Encourage tree planting or re-afforestation in the community
i) After the discussion, make them know that each farmer chooses the land preparation
methods that his/her resources can accommodate. Remind them to acknowledge the
pros and cons of each land preparation methods, some of which could have been
shared by the farmers themselves during the preceding discussions.
j) Say: To the farmers that our next discussion will be on land preparation using minimum
tillage.
2.2: Activity 2: Using Minimum Tillage to Prepare Land and its Importance
a) Ask:
 If the learners know what minimum tillage is about
 Explore to know if any among them is practicing minimum tillage and how he/she is
doing it.
b) Give some time for them to respond to the questions. It is important to give a few who
have used any form of minimum tillage to share their experience.
c) Say: Minimum tillage is the act of reducing the number of operations by planting directly
without any other intervening cultivation which are usually carried out to give a fine
seed bed.
d) Say: We recommend minimum tillage for opening land because of the following
advantages
 Improves soil structure (minimal destruction of soil structure through compaction
and/or plough pan development)
 Increases soil fertility.
 Increases infiltration and circulation of air and water into and through the soil profile
 Reduce soil compaction
 Requires less labor
 Less Costly(Cheaper)
 Takes less time
 Soil water retention improved (reduced evaporation from bare soil surfaces )
 slower mineralization of soil organic matter through less exposure to climatic
elements and soil
 Maintain soil biodiversity ( no disturbance of worms and other soil inhabitants )
 maintained bio-pores and vegetative cover and optimal rooting
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
soil regeneration rate through mineralization and decomposition and re-structuring
higher than soil degradation through loss of porosity and soil particles (erosion) and
loss of plant nutrients (fertility)

improved nutrient retention and availability for plant growth and reduced leaching
of nitrogen and other nutrients
2.3: Activity 3: Demonstrating Minimum Tillage
a) Ask the farmers
 To carry out slashing the weeds and previous crop residues just above the ground level
for seeding directly through the mulch.
b) Say: Direct seeding involves growing crops without mechanical seedbed preparation or
soil disturbance especially after the harvest of the previous crop.
c) Say: In cases of virgin lands or land that has remained under farrow for long, limited use
of plowing either using ox or disc plough is permitted at the initial stages which should
be immediately followed by other steps of Conservation Agriculture.
d) Say: That all crop residues are retained, and fertilizer and amendments are either
broadcast on the soil surface or applied during seeding.
2.4: Share and Discuss
1. What will you do differently when planning your farming project?
2. What have you learned that you will share with others within your community?
2.5: Wrap-up
Explain to participants that land preparation is very important because it sets the stage for
success from the very beginning. Encourage them to adopt the improved approaches you have
taught them.
Discuss with the participants a simple work plan to how they will go back and immediately put
the good land preparation practices into use, and also train other young farmers.
Thank them for their participation and encourage them to share what they have learned with
others within their communities
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3.0: Session Two: Seed Selection
It is important that you use quality bean seeds when planting. This can help you improve your
yields significantly. Quality seeds exhibit certain characteristics, and these will be explored in
this session. Importantly, there are varieties of beans that are better yielding than others.
Objectives of the Session
Identify the reasons for planting quality seeds
Discuss the characteristics of quality seeds
Identify the different bean varieties
Understand how to test deeds for viability and germination potential
Material
Flip chart, pens, note books for participants, sample bean varieties, cotton cloth, bad seeds and good
seeds
Duration
This will depend largely by how much time the trainer will need to support the participants to
understand the topic, but should not exceed 3hrs
Activities
3.1: Activity 1: Accessing Quality Seeds
1. Ask: where do you normally get bean seeds for planting?
 Give some time to participants to share.
2. Say:
 Some farmers use seeds that they have stored for a long time. Such seeds do not
germinate properly. You should not plant bean seeds that have been in storage for more
a season.
 Before planting, sort out the good seeds. Make sure that these sees are free from
insects, and disease. Also, eliminate the weed seeds.
 Always buy seeds from trusted seeds companies or producers near you.
 Make sure germination test is carried before you plant
3. Ask: What are some of the bean varieties you know
 Give participants time to mention the different varieties of beans they plant, and make a
list on the flip chart.
4. Say:
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 The bean varieties have characteristics that can be used to identify them.
 Some of the improved bean varieties that yield highly are:
5. Make sure you have the above bean varieties to show to participants
3.1.1: Seed Varieties Table
Variety
Growth
Seed Size
Habit
K131
Bush
Small
K132
Bush
large
NABE 1
Bush
Medium – large
NABE 2
Bush
Small
NABE 3
Bush
Small
NABE 4
Bush
Medium – large
NABE 5
Bush
large
NABE 6
Bush
Small
NABE 7C
Climber
Small
NABE 8C
Climber
large
NABE 9C
Climber
large
NABE 10C
Climber
Small
NABE 11
Bush
large
NABE 12C
Climber
large
NABE 13
Bush
large
NABE 14
Bush
large
NABE 15
Bush
Medium
NABE 16
Bush
Medium
NABE 17
Bush
Large
Seed Color
Cream/Pinto
Red Mottled
Red Mottled
Black
Dark Red
Red Mottled
Speckled Sugar
White
Bright Red
Speckled Sugar
Red
Red
Speckled Sugar
Speckled Sugar
Dark Red
Red
Pink Mottled
Red Mottled
Red Mottled
Maturity
Period
85-90days
85-90days
75-90 Days
75-90 Days
75-90 Days
75-90 Days
75-90 Days
75-90 Days
75-90 Days
75-90 Days
75-90 Days
75-90 Days
75-90 Days
75-90 Days
70-80 Days
70-80 Days
58-70days
58-75days
58-75days
Potential
Yield/acre
800-1000Kg
800Kg
650kg
600-800kg
550kg
600-700kg
650kg
550kg
660kg
550kg
650kg
650kg
650kg
7000kg
650kg
750kg
700-800Kg
700-800Kg
700-800Kg
6. Populate a list of trusted seed dealers and companies. If the farmers mention some
dealers who you think cannot be trusted, indicate this to them and discourage them
from buying their seeds.
7. Say: Accredited seed dealers in Uganda are;
 Victoria seeds
 Pearl seeds
 East African Seeds
 NASECO Seeds
 Equator seeds
 FICA seeds
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3.2: Activity 2: Conducting germination test before planting and Why it is Important
Say:









Quality seeds are more likely to give you higher yields. It is therefore important that
before you plant, you need to be sure that the seeds will germinate
Pick the sample seeds and count 100 seeds to use for test
Put the seeds in a container of water for 24 hours
Drain off the water and soak a clean piece of cotton cloth in water
Wrap the seeds in the soaked cotton cloth and create a bag to hold the seeds
Tie the cloth bag to a piece of stick. Tilt the stick to encourage drainage from the cloth
bag.
Keep the cloth moist by watering three (3) times a day. Leave it tied for 48hrs.
Then, untie the cloth bag and count the number of seeds that have fully germinated
(both the shoot and roots have emerged).
If at least 85 out of 100 seeds have both the shoot and root emerged, then it is good
seed for planting
3.3: Share and Discuss
1. What changes will you make in your seed selection process to improve your yields?
2. What have you learned that you will share with other bean farmers within your
community?
3.4: Wrap-up
Explain to participants that seed selection is very important in crop production since it directly
impacts yields. Encourage them to adopt the improved approaches you have taught them.
Thank them for their participants and encourage them to share what they have learned with
other farmers within their communities.
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4.0: Session Three: Planting beans and its nutrient Management
Introduction
For you to get high yields from your beans, you have to ensure that the soil on which you plant
them is fertile. If the soil is not fertile enough, you are encouraged to use fertilizers. You can use
organic fertilizers such as well-decomposed plants and animal waste. You can also use chemical
fertilizers such as NPK, DAP and other foliar fertilizers
In this session, participants will;
1. Understand how to plant beans
2. Understand the nutrients needs of beans
3. Discuss methods that can be used to increase soil fertility
4. Identify the different kinds of fertilizers
5. Discuss weed management and control
Material
Beans, sample chemical fertilizers, flip charts, markers, pens, notebooks
Duration
This is largely determined by how much time the trainer needs to support the participants to
understand the topics, but not more than two hours
Activities
4.1: Activity 1: How to Plant beans
1. Ask: Participants to share some good practices that should be considered when planting
beans.
Give them several minutes to share these.
2. Say:
 When planting, leave 50m between rows and 10 cm between plants within a row (50cm
x 10cm)
 The hole should be 3cm deep
 Plant 2 seeds in each hole
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

You need 25kgs of seeds per acre (4000m2 = 100cm x 40 cm or 80cm x50cm)
1 hectare is equal to 2.5acres (4000m2 x 2.5) to make them buy enough seeds for the
area that will be planted
 Plant within 2 weeks after the start of the rainy season
 Beans need enough moisture to be able to germinate
 Use your body parts to estimate plant spacing (This should be demonstrated to them
practically because all human body parts are on average the same size)
3. Move with participants to the demo site where land had previously been prepared and
plant the seeds at 50 x 10 cm spacing and 2 seeds per hole/stool. Allow the participants
to practice planting.
4.2: Activity 2: Nutrient for beans (Fertilizer application)
1 Say:
 Generally, fertilizer is not used for bean plants if the soil is fertile
 Soils with less fertility need to be improved using organic or chemical fertilizer
2 Ask:
 Who has used fertilizers before and which fertilizers did he /she used.
3 Give participants some time to share their experience. Note their contribution on a flip
chart. You can write the chemical fertilizers on one side and the organic fertilizers on the
other side.
4 Explain to participants that there are various kinds of fertilizers that a farmer can use to
boost soil fertility.
 Emphasize that all these fertilizers have advantages and disadvantages
5 Draw a table with 2 columns on the flip chart. In one column write organic fertilizer. In
the second column, write inorganic fertilizers
6 Ask:
What are organic fertilizers?
What are in organic fertilizers?

Note to Trainer
Organic fertilizers are natural materials, often decomposed animal
and plant matter used to increase soil fertility

Inorganic fertilizers are industrial made chemicals that can boost
soil fertility
7 Populate the 2 columns with examples by asking participants to contribute to examples
of different fertilizers
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8 Your table should look like this:
Organic Fertilizers
Inorganic Fertilizer
Cow dung, chicken droppings, grass cuttings, DAP, Urea, and NPK
animal droppings
9 Ask:
What are the advantages and disadvantages of organic fertilizers?
What are the advantages and disadvantages of inorganic fertilizers?
Refer to the table below for the advantages and disadvantages of organic and inorganic
fertilizers.
Organic Fertilizers
Advantages
Disadvantages
Inorganic Fertilizers
Advantages
Disadvantages








It is cheap to acquire
It protects the natural balance of the soil
It is sustainable since it can be made right on the farm
It is bulky to transport
It has less nutrients compared to the inorganic fertilizers
It can lead to diseases if it is not well decomposed
It takes a long time to decompose
Nutrients may not be readily available to crops.

They contain more nutrients and therefore guarantee increased
productivity
They are not as bulky as organic fertilizers
Nutrients are readily available to crops when applied
They are expensive
They can lead to crop damage if not used in the right amounts
They can lead to poisoning if swallowed by children and animals






10 Explain to participants that inorganic fertilizers have to be used with care. Participants
should always consult with their supplier on how the fertilizer they want to use should
be used and stored.
4.3: Activity 3: Application of basal and top dressing fertilizer
Ask: Farmers if they understand the meaning of basal and top dressing fertilizers

Basal fertilizer is fertilizer applied at planting to provide energy
Take participants through this process of planting with basal fertilizer (DAP)
Note to Trainer
needed for root development

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Top Dressing fertilizer is fertilizer applied to enhance vegetative
growth of leaves and it is applied just after first weeding





Make holes up to 8cm deep for the recommended crop spacing of beans
Spread half a soda bottle FFP of DAP at the bottom of the hole
Cover the fertilizer with soil to the depth of 5 cm to leave a 3 cm depth for seed
planting
Put one seed in each hole and cover lightly with find soil
Cover lightly with soil
Explain that if a farmer is using urea for top dressing, they should follow these instructions;
Dig a row 7-10cm away from the plant or root. The depth should also be 7-10cm.
Sprinkle or apply fertilizer at the bottom of the row
Cover firmly with soil.
4.4: Activity 4: Mulching
1. Ask: What mulching means
2. Probe: If any of the participants have ever practiced and why he/she practices mulching
3. Say: Mulching ensures a Permanent soil cover
 A permanent soil cover is important to protect the soil against the impact of rain and
sun, to provide the micro and macro organisms in the soil with a constant supply of
"food' and to alter the microclimate in the soil for optimal growth and development of
soil organisms, including plant roots.
4. Demonstrate: A simple form of effect of rain and sun heat on bare soils (un-mulched soils)
by running water over bare and mulched soil surface respectively and then exposing it later
to direct sun heat.
 Mulched soils will experience low or no water runoff and high water retention while
non-mulched soils will experience heavy runoff and very low water retention after
exposure to running water and direct sun heat respectively.
5. Explain the following advantages of mulching
 Improved infiltration and retention of soil moisture resulting in less severe, and less
prolonged crop water stress
 Increased availability of plant nutrients
 Increased humus formation through decomposition
 Source of food, habitat and energy for diverse soil life: creation of channels for air and
water, biological tillage and substrate for biological activity through the recycling of
organic matter and plant nutrients
 Reduction of impact of rain drops on soil surface resulting in reduced crusting and
surface sealing
 Consequential reduction of runoff erosion by creating physical barrier
 Soil regeneration is higher than soil degradation
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 Mitigation of temperature variations on and in the soil by maintaining soil temperature
 Better conditions for the development of roots and seedling growth
6. Take them through mulching process and materials which includes:
 Mulching should extend throughout the entire planted surface with an overlap of about
½ meter at the field edges
 Mulch surface needs to be 10-15cm thick
 Mulch materials can be composed of any organic matter such as grasses, leaves or crop
residues
 Mulch thickness needs to be maintain at least 8-10 cm throughout the season from the
planting to harvesting
 Maintain the mulch in its required thickness throughout offseason to ensure weed
control and good soil health
4.5: Activity 5: Managing Weeds
1. Ask: What are weeds and why is it important to control weeds?
 Give participants time to respond
2. Say:
 Weeds significantly lowers crop yields as they complete with the crops for nutrients,
water and space and act as host for plant pest and diseases
 Weed when weeds are small (5-10 cm tall) which can take about 7days per Hectare. The
same weed at 30 cm will take 14 days.
 Weed cycle is every two weeks and weeding can be done at least twice throughout the
season but not more than thrice a season.
 Weed by simply cutting off the small plants at the surface and arranging the mulch as
you move across the field.
 Maintaining mulch at least 10 cm thick will keep the weed growth suppressed
 Creeping weeds needs to be completely removed, including the root system and
disposed off
 Do not let the weeds go to seeding into your field to interfere with the weed growth
cycle
4.6: Share and discuss
1 How do you plan to improve soil fertility of your soil?
2 What precautions will you take while using inorganic fertilizers?
3 What have you learned that you will share with other farmers?
4.7: Wrap-up
 Explain that when planting, participants need to use the right spacing and right amount
of seeds
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

Proper preparation is important before planting; in particular, the site should be fertile
enough to provide the necessary nutrients for good yields
Encourage participants to use fertilizers, maintain a good mulching and weeding regime
for better yields.
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5.0: Session Four: Pest and Disease Management
Pest and disease can cause major losses for the farmer. It is therefore important that a farmer
puts in place measures to control hem. For farmers to do this, they need to be provided with
sufficient and accurate information as the key pests and diseases that attack beans.
Objectives of the Session
1. Understand how to control pests, in particular, aphids, whitefly, root maggot, lady bird
beetle and green stink bugs
2. Discuss the characteristics of bean diseases
3. Discuss and understand control measures for bean diseases.
Material
Flip charts, markers, notebooks, sample pictures of pest and plants affected by pest and
diseases,
Duration
This needs to take 2-3 hours
Activities
5.1: Activity 1: Common bean pests
1. Ask:
 What are pest?
 What pest do you normally have to deal with on your bean farms?
 Give participants time to answer the questions?
2. Say:
 Pests are destructive insects or animals that infest our crops
 The common pests for beans are aphids, bean stem maggot also known as bean fly,
bean bruchids, pod bugs, foliage beetles (lady bird beetles), flower thrips, and pollen
beetles
 There are field pest and storage pest. Field pest include (Aphids, foliage beetles, pod
bugs, bean stem maggot, bean fly, thrips, and pollen beetles) while storage pest
include bean bruchids.
 It is important to start pest control at least 4-5 weeks after germination incase pest
infestation shows up.
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
Understand the feeding habits of different types of pest in order to apply the most
effective control methods. For example, there chewing and sucking types
 Most bean pest destruction starts showing up when you start noticing feeding and
oviposition punctures on leaves especially the first two leaves.
3. Conduct: Field visits to identify major pest of beans enrich the practical insect identification
and control.
4. Say: Control of bean pest include
a) Use of Agronomic practices which include;
 Crop rotation which interferes with the pest life cycles and multiplication
 Intercropping which makes the garden have more than a type of crop hence
enhancing the natural enemy abundance in the field
 Planting early before pest population increases later in the season
 Control the weeds effectively as weeds are alternative host plants for crop pest
b) Use of chemical pesticides
 Spray with post emergent pesticides after the first weeding (2 weeks after planting) incase of infestation and later in the season depending on level of infestation
5. Say: Take precautionary measures when handling and using agrochemical which include;
 Wear protective gears when handling and applying the chemicals
 Never store the chemical in another container except the original container you bought
with from the agro-input shop
 Keep the chemicals out of reach of children
 Read instructions before use
 In case of any spillage on your body that result to any -body irritation, wash with plenty
of water and soap
 Do not swallow
 Dispose of empty containers by either burning or dropping in the pit latrine
 Do not use agrochemical empty containers for storing any food
 Keep off the agrochemical from direct sunlight and any form of heating.
 Wash the equipment used for dispensing agrochemicals thoroughly after use
 Do not apply when it’s windy so that it doesn’t drift off when applying
 Apply at least 6 hours before it rains
 Use the correct dosage
5.2: Activity 2: Identification and control of common diseases
1. Ask:
 What are crop diseases?
 What diseases do you normally have to deal with on your bean farms?
 Give participants time to answer the questions?
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2. Say:


Pests are infections that destroy our crops
The common diseases for beans are angular leaf spot, Bean anthracnose, common
bacterial blight, halo blight, ascochyta leaf spot, web blight, powdery mildew, bean
rust, white mold, flowery leaf spot, white mould, Bean Common Mosaic Virus
(BCMV), Bean Root Rot, pythium root root, Fusarium root rot, Rhizoctonia root rot,
and charcoal rot
 Disease treatment should be done when signs show up
 It is very important to know diseases that affect different parts of the crop and their
characteristics. Example, those that affect leaves, pods, stems, and roots.
3. Conduct: Field visits to identify major diseases of beans enrich the practical diseases
identification and control.
4. Say: Control of bean diseases include
c) Use of Agronomic practices which include;
 Crop rotation which interferes with the disease life cycles and multiplication
 Planting early before disease incidences increases later in the season
d) Use of chemical pesticides
 Spray with fungicides signs show up
5.3: Discuss and Share:
What measures will you take to control bean pest?
What measures will you take to control bean diseases?
What have you learned that you will share with others?
5.4: Wrap-up
Pest and diseases can lead to major losses if not controlled. Farmers are encouraged to plant
improved varieties of beans which are disease resistant. Farmers are also encouraged to
respond immediately when diseases strike to avoid major losses
Thank participants for their participation and encourage them to share what they have learned
with other bean farmers.
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6.0: Session Four: Harvest and Post-Harvest Handling
Farmers need to take great care when harvesting their crops. Poor harvesting and poor postharvest handling can lead to significant losses for a farmer. During storage, the crop can be
destroyed by insects and insects, such as rats.
In this Session, participants will:
Understand when and how to harvest beans
Understand the threshing process
Discuss the drying process of beans
Discuss proper storage for beans
Material
Flip charts, markers, notebooks, pens, printed illustrations for proper storage house, printed
illustration for good bean drying practices.
Duration
For groups that have no prior knowledge and experience, more time should be spent on the
topic, but not more than 2 hours
Activities
6.1: Activity 1: Harvesting beans
1. Say:
 Beans should be ready for harvest between at 3 months after planting depending on
variety
 At maturity, the plant takes on a light-brown color (similar to dry grass) and the leaves
start falling off.
 Harvest during a dry period
 To harvest, uproot the plants at ground level
 Do not delay the harvest. Delaying the harvest can cause the pods to shatter or the
seeds to germinate poorly in the next harvesting planting season.
 Make small, bundles that you can safely and easily carry to a dry place
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 Try to keep your harvest dry by putting it into the sun
 Thresh as soon as you realize that the crop is fully dry
2. Ask: How do you normally thresh beans
Explain that beans should be treated before threshing. First, the crops should be put on a
tarpaulin, a mat or a sack. The crops can also be tied in a small sack. Then the farmer can beat
the crop with a stick to separate the seeds from the shells. This will keep the seeds free of dust,
dirt and small stone/gravels
3. Ask: Why it is important to keep your produce clean
Give participants some time to attempt to answer this question to know their experience and
practice
4. Say:



Farmers should always keep their produce clean. If the produce is clean, the dealers
will offer the farmer more money
Beans are a very good protein alternative to fish, meat and chicken. However, they
must be clean
Beans can help a farmer to ensure that the nutritional wellbeing of his/her family is
safeguarded.
6:2: Activity 2: Post Harvest Handling and Storage
1. Ask:
 Where do you usually store your crops
 Give participants time to share their experiences. Be sure to write these down on a flip
chart. Note that some storage methods are preferred in comparison.
2. Here are some examples of storage facilities for harvested crops
 Small bans
 Stores
 In residential huts/houses
3. Say: You need to put into consideration the following factors regarding the store facilities
that are available to you;
 The facility should be able to keep the harvest dry
 Do not place the harvest on the ground. Spread some mats/tarpaulins on the surface
where you are to put the harvest
 Make sure that the mats are spread on a raised platform such as a bench
 Before storage, dry the beans under the sun
 Make sure that the storage facility is not infested with rodents like rats
 Store the beans in grain sacks or packaging bags
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 The store room should be well –aerated
4. Reminder:
Seeds that are meant to be planted in the next season should not be stored beyond one season
6.3: Discuss and share
1. What practices are you going to adopt to limit post-harvest loss of crops?
2. What have you learned that you will share with others within your community?
6.4: Wrap-up
Emphasize that farmers need to improve their post-harvest handling practices to minimize
post-harvest losses
Thank participants for their participation and encourage them to share what they learned in the
process.
Declare the training officially close
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