MAKERERE
UNIVERSITY
COLLEGE OF
AND
AGRICULTURAL
ENVIRONMENTAL
SCIENCES (CAES)
SCHOOL OF FORESTRY ENVIRONMENTAL AND GEOGRAPHICAL
SCIENCES (SFEGS)
DEPARTMENT OF FORESTRY, BIODIVERSITY AND TOURISM
A REPORT ON FIELD ATTACHMENT/ INTERNSHIP AT NYABYEYA
FORESTRY COLLEGE.
FIELD ATTACHEMENT PERIOD 5TH SEPT 2022 TO 7TH OCT 2022.
BY KIRUNGI PATIENCE
REGISTRATION NUMBER:
20/U/16401
STUDENT NUMBER:
200016401
FIELD ATTACHMENT REPORT SUBMITTED TO THE COLLEGE OF
AGRICULTURAL AND ENVIRONMENTAL SCIENCES IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF BACHELOR
OF SCIENCES IN FORESTRY OF MAKERERE UNIVERSITY KAMPALA.
NAME: KIRUNGI PATIENCE
SIGNATURE:
UNIVERSITY SUPERVISOR
NAME: DR. MBOGGA MICHEAL
SIGNATURE:
FIELD SUPERVISOR
NAME: MR AHIMBISIBWE AMBROSE……………………..SIGNATURE:
DECLARATION.
I Kirungi Patience hereby affirm and declare that to the best of my knowledge and
understanding this Internship report is my original work and has never been submitted
anywhere for an academic award. It has been undertaken for the purpose of partial fulfilment
of Bachelor of Science in Forestry Degree programme in Makerere University.
i
ACKNOWLEDGEMENT
I thank the Almighty God who has brought me this far with life, wisdom, knowledge,
protection and guidance in my studies and the internship training.
My special thanks goes to the staff of Nyabyeya Forestry college for giving me an
opportunity to do internship at their place indeed the guidance hospitality, and knowledge
they rendered to me have made a significant change in my social and academic life.
I also thank Makerere University in particular the department of Forestry, Biodiversity
conservation and Tourism for offering a chance to students to train in forestry and Forestry
related activities in the field which enables students to be equipped with practical skills and
an exposer to the outside world
I also extend my thanks to my field supervisor Mr. Ahimbisibwe Ambrose, my academic
supervisor Dr.Mbogga S.Micheal who guided, supervised and ensured that I get quality
internship training during my stay at NFC
Lastly, I thank my fellows, Asibazio Barbra, Kiwanuka Edgar and Kwiyonyi Patricia with
whom I spent most of the times and shared with activities while at NFC. Indeed, thanks for
the supportive team spirit.
ii
ABSTRACT
This report details the various activities conducted in the course of internship training while
at Nyabyeya Forestry college Masindi. The main activity at NFC is training of students in both
formal and non -formal and vocational programmes.
For proper training the college has got different units of forestry plantations, sawmill,
carpentry workshop, tree nursery unit, agroforestry unit, animal farm, apiary and arboretum
and herbarium.
The main objectives for the internship were to enable the student transform theory into
practical in real life situations, equipping the student with the relevant skills, enabling the
student get hands on experience in real life situation that they are expected to work in when
they graduate, providing an opportunity to the student potential employers, to develop
students understanding to work ethics, demands, responsibilities and opportunities
All the objectives above were attained and accomplished, however I encounter the problems
of language barrier this was mostly with the workers in different areas and the local people,
limited power access while at the station. But I learnt how to manage all these problems by
the help of the people who are at the station.
The report further explains the activities challenges and recommendations.
iii
Table of contents
Table of Contents
DECLARATION. ......................................................................................................................................... i
ACKNOWLEDGEMENT ............................................................................................................................. ii
ABSTRACT............................................................................................................................................... iii
1.1
Description of the field attachment:....................................................................................... 1
1.2
Background of the field attachment: ...................................................................................... 1
1.3
Objectives of the field attachment: ........................................................................................ 1
CHAPTER TWO: STUDENTS EXPERIENCE................................................................................................. 1
2.1
Title or position in an organization ......................................................................................... 1
2.2
Duties and responsibilities ...................................................................................................... 1
2.3
Supervision Levels and Relationship with Supervisor ........................................................... 23
2.4
Work team and its composition:........................................................................................... 23
2.5
Working relationship among team members or other staff: ............................................... 23
2.6
Authority level to the student:.............................................................................................. 24
2.7
Interests, challenges and what can be changed: .................................................................. 24
iv
List of figures
v
List of acronyms/ abbreviations
vi
CHAPTER ONE: INTRODUTION
1.1 Description of the field attachment:
Field attachment is a field-based practical training experience in which the trainees are
equipped with the actual field activities and is one of the requirements for completion of
Bachelor of Science in Forestry. My field of attachment was Nyabyeya Forestry College
Masindi from 5th sept to 6th oct.
1.2 Background of the field attachment:
Field attachment is a practical training experience that is organised by the university as a
partial fulfilment for the award of various degrees at the university with the aim of ensuring
student get new knowledge and practical experience that will improve their confidence in
problem solving, opportunities that relate to different people and also gain exposure to the
demands and challenges of work places through interacting with potential employers.
1.3 Objectives of the field attachment:

To enable students to get hands-on/real life experience they are expected to work in
when they graduate.

To provide an opportunity for students to apply principles and techniques
theoretically learnt into real-life problem-solving situations.

To provide an opportunity for students and academic staff to interact with the stake
holders and potential employers and thus appreciate field situations that will also
generate information for curricular review and improvement.

To develop student understanding of work ethics, employment demands,
responsibilities and opportunities.

To enable and strengthen linkages between Makerere University and various
stakeholders.
1.4 organisation of field attachment
1.4.1 Staffing at Nyabyeya
The college is organised in the category of teaching staff and non-teaching staff. The nonteaching staff establishment status includes Principal, Deputy principle, Academic registrar,
Burser, Dean, College forest officer, Warden, Procurement officer, while the teaching staff
establishment management status includes, principle lecture, Senior lectures, lecturer, Assistant
lecturer, Senior instructor and the instructor
1
the college also has the Support staff establishment including people like the estate manager,
accounts assistant, secretary, caterer, forest technician, electrician, matron, steno-secretary,
enrolled nurse, library assistant, office typist, stores assistant, plumber, office attendant,
drivers, nursery assistant, college artisan, askari, pool steno, vehicle attendant, forest worker,
compound worker, cook and waitress, sawmill worker, sawmill operator, saw doctor.
1.4.2 Academic departments and programmes
The College has six academic departments each led by a Head of Department. The ideal
establishment prescribes a structure of 1 Principal Lecturer, 2 Senior lecturers, 2 Lecturers 1
Assistant Lecturer and 1 Demonstration Technician for every department.
The existing departments in the College are as follows:
i)
Department of Utilization- this is responsible for formal forest utilisation
training Programmes which include logging, sawmilling, furniture making,
charcoal making, biomass energy use, and many other secondary wood
products and non-timber forest products management and use.
ii)
Department of Forest Engineering- responsible for formal and non-formal
training Programmes covering forest machines and tools usage and
management, forest surveys, landscaping and civil works.
iii)
Department of Forestry Management- responsible for formal and non-formal
training in the science of forestry management covering tree seed and
nursery, forest establishment, natural/ Plantation Forest management
practices and forest research.
iv)
Department of Environmental Forestry- responsible for formal and nonformal training in environmental science, climate change issues,
environmental education, biodiversity use/conservation, soil conservation
and watershed management
v)
Department of Community Forestry- responsible for formal and non-formal
training covering socioeconomic issues and forestry, local communities and
forestry management, agroforestry, forestry and livelihoods support issues,
gender mainstreaming in forestry, extension and communication skills.
2
vi)
Department of Vocation Training- responsible for all non-formal education
/training and outreach activities in the college
1.4.3 The vision
To be a centre of Excellence for Technical Education and Training in forestry and related
natural resources.
1.4.4 Mission statement
To produce technical human resource for forestry and related resources management
Core values of the college
The Nyabyeya forestry college will always cherish the following core values as it conducts all its
businesses






Quality
Transparency
Time management
Integrity
Team work
Gender equality
1.4.5 College motto
“We conserve nature”
1.4.6 Mandate
To produce technical human resource in forestry and related natural resources through training
1.5 Organisational structure and culture
3
Figure 1 college organisation structure
1.5 The main activities of the organisation
The main activity of the college is training students in forestry and related natural resources
management and these trainings are under the courses of diploma in forestry, diploma in
agroforestry, diploma in beekeeping, diploma in Biomass Energy Technologies, certificate in
forestry, certificate in beekeeping. They also have short courses regarded as non-formal
courses and these are trained when there is need.
1.5.1 Other activities
The college has got plantations which are harvested mainly for timber and converted from the
college sawmill, they have got also the nursery bed
4
CHAPTER TWO: STUDENTS EXPERIENCE
2.1 Title or position in an organization
I was an Interne who took part in day today activities under the supervision of my various field
supervisors.
2.2 Duties and responsibilities
Every Monday morning, (8:00 am) I would report to my supervisor for assignment of new
supervisors for the week and under those supervisors I would be assigned daily duties.
The activities which I participated in included nursery activities such as potting, weeding,
watering, soil mixing, pricking out Plantation activities such as lining out, marking, pitting
planting, pruning, marking for thinning, Sawmilling activities like: converting logs into timber,
stacking of timber, grading and pricing them. Clonal nursery activities which included:
Harvesting shoots from the mother garden, table cutting, planting the cuttings in the brooder
chambers, watering, and cleaning.
2.2.1 Tree nursery activities
2.2.1.1 Repairing of the shed net
The shed net had many holes which could allow in a lot of sunlight causing it to overheat
and drying up the clones. We repaired most of the holes and added more layers on top to
control the amount of light entering inside.
Figure 2 Repairing of the shade net
Figure 3Pulling the net to properly align on top of the other
2.2.1.2 Land clearing
1
The area for nursery bed construction is cleared first using a hoe, to dig the short grasses,
panga for cutting the small trees and a slasher for slashing the tall grasses. Then the area is
levelled to attain a relatively flat ground, however the area for construction should be
sloping.
2.2.1.3 Collection of the materials
Different materials for the nursery bed construction are collected and gathered together and
these may include poles from the bamboo plantations, nails, ropes thatching grass papyrus
mats
2.2.1.4 Nursery bed construction
When constructing a nursery bed, the length depends on the size of the site and the number of
seedlings that one intends to raise. However, the standard length is 10m by 1m
At all corners of the beds a tape measure is used to form 3m,4m,5m triangle which helps in
establishing corners with right angles. The holes for the poles are constructed at same
intervals and dug using a spear hoe, a one-man cross cut saw for cutting the poles into
sizeable those on the longer side are made 1m long and the short ones are made 0.7m long for
both 0.3 is put in the ground. The grass or papyrus mat is then used for thatching.
2.2.1.5 Mixing of soils
We mixed soils in the ratios of 1:1:1 for the bamboo that is one wheel barrow of top soil with
one wheel barrow of manure and one wheel barrow of sand and again we mixed soils for the
grafted mangoes in the ratio of 3:1 one wheelbarrow of sand with 3 wheelbarrows of
mycorrhiza however the stand mixtures are 3:2:1 that is to say 3 wheelbarrows of top soil, 2
for mycorrhiza and 1 for sand soil. We used tools like, Wheel barrow for moving the soil, the
spade for mixing the soil, the hoe for digging up the soil.
2.2.1.6 Filling of pots
We filled the mixed soils that were meant for bamboo and grafted mangoes into the
polythene bags (pots) which were already cut into the required sizes. We managed to arrange
them with in the nursery bed hence totalling up to 194 pots for bamboo and about 10 for
every one grafted mango totalling up to 40 pots
2.2.1.7 Pricking out of Bamboo
We pricked out bamboo from the seed bed to the pots, we started by watering of both the
seedbed and the pots in which we were to transplant, by holding the stems of bamboo and
then pulling it out and putting it into water. Using a dibbling stick make a hole in the middle
of the pot and insert the seedling ensuring that the roots and stems are straight, press the soil
to ensure removal of air spaces and lately water all the pots filed with bamboo seedlings.
2
Figure 4Watering bamboo
before pricking
Figure 5 Putting the pricked-out bamboo in a
bucket of water
Figure 6 Pricking out bamboo
2.2.1.8 Propagation of bamboo
We used many ways to propagate bamboo and these included rhizome propagation, trench
layering, use of seeds, use of stem cuttings
(a) Use of rhizomes
In this case we identified the young bamboo which were sprouting out of the soli from the
mother rhizomes, dug them the whole of them including the roots using a hoe and transplant
to the desirable place in order for them to continue growing as bamboo
We propagated bamboo using very many methods
Figure 7 Digging out of bamboo suckers
Figure 8 bamboo sucker removed from the
mother plan
(b) use of trench layering
3
In this method a trench is dug first and a whole stem or branch is bent into the dug trench and
covered wholly leaving the tip outside. This method lasts longer about 6 months before
seeing shoots start to sprout.
(c) Use of stem cutting
Desirable stems are identified and cut using a one-man cross cut saw leaving at least two to
three nodes. They are then planted in the slanting way within a shed net or under any shed in
the soils of top soils and sand in the ratio of 1;1
Figure 9 bamboo sucker removed from the mother plan
(d) use of seeds
Bamboo seeds are difficult to get bamboo produces seeds after a period of 40 years therefore
bamboo seeds can easily be obtained by buying from Namanve.
And when gotten they are sown immediately because the easily go into dormancy, seeds are
sawn in soils with a ratio of 1:1:1 and this is done under a shed net or a green house
2.2.1.9 Weeding
Weeding is important in the nursey because it helps to control competition for sunlight in the
nursery. We participated in the weeding of Pinus carribea in the nursery
Figure 10 Weeding pine
2.2.2 Nursey clonal activities
2.2.2.1 Cloning the GU eucalyptus
4
We would first collect the different tools and sterilize them and then proceed to the mother
garden with buckets of water we used a secateur for cutting branches from the mother trees
and immediately immersed in the buckets of water. By the use of a pair of scissors a stem of
about 2 inches would be cut leaving at least two leaves and the broad leaves cut into half
We also planted in pots the first thing was watering the empty pots, then applying rooting
hormone to the stems, inserting into the pots, then drenching and covering with white
polyethene bags for two weeks without opening them.
2.2.2.2 Harvesting shoots from the mother garden
The first thing to be done is sterilising the tools before starting to harvest the shoots and tools
used included secateurs for cutting the shoots, bucket with water for collecting the cut shoots
Harvest only the ready shoots avoiding damaging the ramet and the young shoots and all the
harvested shoots should be placed in water immediately.
2.2.2.3 Preparing the cuttings
This is done under the shed and on top of a table. Using pairs of scissors, a stem of about 2
inches would be cut leaving at least two leaves and two nodes of which the broad leaves
would be cut into half. The prepared stems would be put into buckets of water again
Figure 11 preparing stems for planting
2.2.2.4 Planting the cuttings in the chambers
Stem cuttings are raised in the shed net and within chambers, the pots were first watered and
then the rooting hormone applied to each stem as they are being put into the pots after
planting all the stems water again (drenching) and cover tightly with two white polyethene’s
for two weeks
2.2.2.5 Taking out of the clones
Clones are kept in the chamber and covered fully without opening for two weeks then one
polythene is removed and left with one for the next two weeks then they are uncovered in
phases as they are getting used to the outside environment. After this period, they can be put
outside the shed net and continue with watering.
5
2.2.2.6 Cleaning the plantlets
Cleaning involves removal of the dry leaves, in case of two shoots growing leaving of one
dominant one, cutting of the long roots, removing of the dead ones, also sorting them
according to heights all these procedures are done while watering the clones to avoid them
from wilting
When cleaning we got 874 clones survived, 232 were dead and 241 were empty pots.
2.2.2.7 Mother-garden maintenance.
We carried out mother garden maintenance using hoes to dig out the weeds, the secateur to
remove the old branches and dry leaves we also used a spraying pump to spray with
fungicides in order to control the mother garden form fungal disease attack
Figure 12 Using hoes to weed the mother garden
Figure 13 Use of a snap pump to
maintain a mother garden
.2.3 Grafting of mangoes
We started by preparing the root stalks and these were from the indigenous mango species
then collecting the desired scions which are from the exotic mango species like Billy, kent
etc. When collecting scions, they should be actively growing therefore facing straight
upwards
For both the scion and the root stalk all the leaves are removed fully
6
Figure 15 Grafted mango
Figure 14 Preparing a rootstock
Grafting methods
Two methods were used;
1. Slanting method
In this case the scion and root stalk that were being used were almost of the same size, cut the
tip of the root stalk in the slanting way and the base of the scion in the slanting way join the
two together ensuring that the cambium is joined together, and tie the joint firmly plus the
whole scion to avoid water from entering the joint and causing it to rot.
2.Whip and tongue method
In this method the scion and root stalk of almost the same size were selected and prepared
accordingly two cuts are made and inserted into each other ensuring the cambiums are joint
together. Then tie them with the white polythene including the whole scion to prevent the
water from entering the joint and cause it to rot
2.2.4 Plantation activities
2.2.4 1 Lining out and marking
During lining out starting point was established at one end of the field and an angle of 90
degrees established using a tape measure to form a 3m, 4m, 5m. At that established point a
peg is fixed and a rope stretched from that point to the other corner. The rope was marked
with a polythene at every after three meters and they indicate where the hole was to be dug
Pegs are put at every point of the polythene and they help to mark the centre of the pit.
2.2.4.2 Pitting
7
When pitting first clear the top vegetation, dig the top soils and put them on one side and the
sub soils put them on another side. The hole should be deep enough.
2.2.4.3 Planting of seedlings
When planting we removed the seed from the pot, put into the pit the top soils first and then
the sub soils last, then the soils would be firmed to keep the seedling straight.
2.2.4.4 Beating up
This was in the new arboretum, plots of 25 seedlings were planted therefore we counted out
of the 25 how many had survived and converted it into percentage if the survival rate was
above 80% there was no need of beating up and if it was below 80%, replanting was required.
2.2.4.5 Pruning
Pruning is important because it enables production of knot free timber, high quality timber
and also helps to add value to the growing plantations.
Table 1: Pruning periods
Pruning
Years
First pruning
2-3
second pruning
5-7
Third pruning
9-10
2.2.4.6 Marking for thinning
During marking for thinning consider space distribution in a plot, deformed trees, over grown
trees poor growing trees and the number of trees that you intend to leave in the plantation.
Trees for Thinning were marked with yellow paint
2.2.5 Logging and sawmilling
2.2.5.1 Logging
Everyone was able to fell 2 trees following all the procedures as being directed by the loggers
we would start by identifying the tree to be felled,
identifying the direction on which it can easily fall, this included looking at the grown,
identifying the wind direction and looking at the side of the lean of the tree.
clearing around the tree it involved slashing all the vegetation around the tree for easy
working and protection of
Making escape routes this was in order to control accidents from the people working in case
the tree changes direction
Removing the bark round the tree from the area of cut/stump area this was to make it easy for
the chain saw to cut through
8
Making the notch in the direction of fall
Making the safety cuts on both sides of the tree
Making the back cut in order for the tree to go down safely.
Figure 16 Removing part of the bark
2.2.5.2 Debranching
We removed branches from the trees using pangas and while cutting, we would ensure that
the tree stem is in the middle of the legs and the branch being cut therefore we would cut the
branches opposite to where we would be standing to avoid accidents
2.2.5.3 Measuring to length and top diameter
Before the tree trunks would be cut into logs, we would first measure them in standard length
of 4.3m and shorts of 2.5, 2.7, 3.1,3.4,3.7,4.0. Shorts would be brought by the nature of the
trunk maybe being defected and other un usual natures of the tree stem
We would also measure the diameter of the logs at the top part only and for the diameters
below 10cm would not be considered as logs but as poles there these would not be
transported to the sawmill.
Figure 18 Measuring the top using a vinear calliper
Figure 17 Measure to length using a tape measure
9
Table 2: log length and top diameters
No
Length(m)
Top diameter(cm)
1.
4.3
20
2.
2.5
30
3.
4.3
18
4.
4.0
13
5.
3.5
32
6
4.3
13
7.
3.4
13
8.
3.7
14
9
4.3
19
10.
4.3
32
11.
4.3
8
12.
4.3
9
13
3.7
10
14.
2.5
8
15
3.7
10
2.2.5.4 Cross cutting
The tree stem would be cross cut (cut into logs) following the markings made while
measuring. Measuring would start from the base of the tree and towards the tip part of the
tree and therefore the last point of cross cutting is referred to as tipping. The data recorded
was then kept and compared with that in the log tables.
Figure 19 Cross cutting into logs
2.2.5.5 Loading
10
The logs are transported to the sawmill for processing by the semi-tractor and to which they
are loaded manually, there together with the college workers we loaded the logs on the
tractor. The tractor is driven around the logging area and every log is picked from where it is
Figure 20 Loading logs for transportation
Offloading of logs is done at the sawmill log deck in this case logs are simply pushed down
by two or three people from the semi-trailer of the tractor.
2.2.6 Sawmilling.
The sawmill manager introduced us to the saw mill operator Mr Asiimwe Patrick who
explained to us about the Saw mill structure and how it can be operated. We were told that
the sawmill has existed there for so many years, it is called a kara sawmill and it can be
moved from one place to the other therefore referred to a mobile saw mill.
There sawmill convert around 6 trips of logs delivered by the tractor every day from the
logging area in in case of no break down and the sizes of timber produced depends on the
available out standing orders
Maintenance: when it comes to maintenance the workers only do basic practices like
balancing it in order to cut correct measurements of timber and this can be done once a week
using a water spirit level. The saw dust is also being removed each time and again for easier
movement of the carriage and cutting of the circular saw
However, when it comes to the maintenance of the circular saw blade this is done by the saw
doctor who comes and removes it completely and the sharpens it accordingly
The saw mill at NFC is called the kara sawmill and it is a mobile sawmill though it was made
a fixed one by turning it from using diesel to electricity. The sawmill is currently run by only
electricity.
2.2.6.1 Operation of the sawmill
The sawmill is operated by 4 people at a time however a crew has a standard number of 6
people. One person at the carriage, one as the operator and 2 as receivers of both timber and
11
offcuts. A log is rolled from the log deck to the carriage by the help of bridges it is aligned
straight to the saw and held by the log docks.
The cant method of sawing is used where by one side is cut first and made the base then the
second cut is made and the third cut is made by making dimensions of timber as required or
according to the standing order.
However, the common timber dimensions produced at the sawmill are: (2 x3, 4x3, 6x2, 8x1,
9x1)
Figure 21 At the sawmill converting logs into timber
2.2.6.2 Timber seasoning
The saw mill operates according to the outstanding order of timber available; two methods
are used in drying timber since it stays at the saw mill for a very short time and they are,
Shed drying. In this method timber is stacked under the shed for a period of time to allow it
dry slowly
Direct sunshine drying. In this method timber is stacked in an open area and left to be dried
by sunshine.
2.2.6.3 Timber grading
We graded the timber into classes the first class and the second class, the first-class timber is
that without any remains of the bark and the second-class timber is that with some remains of
the bark
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Figure 22 2nd grade timber
Figure 23 1st grade timber
2.2.6.4 Timber volume measurements
We took measurements of the timber from the logs whose length and top diameter had been
taken before being converted into timber This included measuring of the length, width, and
height in inches which were used to calculate timber volumes in cubic metres.
Timber volume = length X. width X height
Figure 24 Measuring of timber length, width, and height
2.2.6.5 Defect identification
Using the sawn timber at the sawmill different timber defects were identified based on the
knowledge obtained from physical wood properties.
They included
2.6.6 Recovery percentage calculation
The results obtained from the field as length and log top diameter were compared to the ones
in the log table in order to obtain the volume for logs before they are converted into timber
After the logs are converted into timber, timber volume is obtained then, recovery percentage
is calculated from log volume and timber volume as
Recovery percentage = timber volume / log volume X 100
2.2.6.7 Pricing of timber
The pricing of timber depends on the market and demand available
13
Table 3:Timber sizes and their prices
Size
Prices per piece
3x2
5000
6x2
10000
4x3
19000
8x1
8000
9x1
10000
2.2.7 Agroforestry
The supervisor introduced agroforestry referring to it as the land use system where woody
perennials (shrubs and trees) together with agricultural crops and animals are integrated on
the same management of land.
Productive and service roles of agroforestry:
The supervisor introduced both the productive and service roles of agroforestry. The productive
roles include: Tree products e g. timber, fuelwood, poles fruits, black cloth, sawdust for biomass
generation; provision of medicinal substances for example prunus Africana which treats posted cancer
in men; Fodder for animals to improve quality and quality milk; tanis for factories from black wattle
used for turning the hides of animals
The services roles include: Soil fertility maintenance through nitrogen fixation; Soil and water
conservation, reduction on the natural resources i.e., forests, wetlands; improvement of climate,
water quality, and watershed management, Biodiversity conservation; Carbon storage and
sequestration, Wind breaks and shelter belts which protect crops and buildings; Boundary
demarcation; Beauty and value addition
Challenges of agroforestry development in Uganda: The supervisor highlighted on the
challenges of agroforestry development in Uganda. He highlighted on the following:
The land act and other land use systems do not allow women to own land in Uganda; Poor
condition between agriculture and forestry department; Poor access to good quality seedlings,
seed; Some technologies require high investment making it difficult to poor farmers; Land
shortage due to increasing population; Agroforestry enterprises are long term; Limited
research in value addition; Limited linkage of the farmers with research and other technical
development agencies
Selecting agroforestry tree species for adoption: The supervisor highlighted on the factors
to be considered for the selection of agroforestry tree species. Some of the factors he mentioned
include: Suitability of the tree species to tree species to the farmer and gender issues,
adaptability of the species to specific conditions, resistance to insect damage and other pest
14
damage, the purpose the tree is intended for; Compatibility with other crops if intercropping is
to be practiced and social and economic issues
Characteristics of agroforestry tree species: The supervisor, Mr. Patrick Mwesigwa
highlighted on the characteristics of the agroforestry species such as being Multipurpose, high
coppicing ability, easy to establish and get rid of in case of future change in land use, high
palatability and digester ability, nitrogen fixing, high or deficient nutrient uptake ability,
produce products of high economic value, should not cause management problems, Should
have deep root system to prevent competition with associated crops and others.
Making compost manure:
The team was introduced to the procedures of making compost manure. It was noted that
compost manure is made using 4 pits of equal size as in depth 2ft and width 4ft and they are
dug at a distance of 1ft for easy transfer of the materials The whole process takes about 90
days. Using compost manure boosts higher growth and increases yields in agroforestry farms.
We collected materials that were required to make compost manure and these included, soft
dry vegetation, fresh grain leaves, rough dry vegetation materials, animal waste, wood ash,
shells and water
Procedure
The first thing we did was to soften the deepest parts of the soil so that the dry materials are
in direct contact with the soil.
First layer. We placed rough dry vegetation materials such as hedge cuttings, dry small sticks
to an area of about 30cm high and then we watered them in to make them soft
Second layer: the second layer was composed of dry soft vegetation materials that covered
about 10cm
Figure 25 Rough dry materials
Third layer: It’s composed of animal dung such as cow dung, and goats waste which also
covered about 10 cm
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The fourth layer: this was a layer of top soil of about 5cm ensuring that all the animal waste
is covered. water is sprinkled to soften the materials
Figure 26 Adding of top soil.
Fifth layer: fresh green leaves of high protein leguminous trees such as Sesbania sesban were
added
Sixth layer: we added wood ash charcoal ash and egg shells, bones to help balance the PH of
the compost manure.
Figure 27 adding egg shells into the pit
Figure 28 adding wood ash into the pit
Seventh layer: We added a layer of top soil covering all the materials fully and sprinkled with
water to make it soft
Lastly, we covered the wholly with dry grass a long stick was insert inside cross sectionally
covering all the layer made in the pit and this was to be used as a thermometer. The stick is
used to check the conditions of the pit when removed after 3 to 4 days and found with moulds
it means the materials are not decomposing due to lack of enough water.
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Figure 29 Covering the pit with
dry grass
2.2.7.6 Identification of a gro forestry trees and medicinal trees
We moved around the NFC compound, farm, and demonstration areas identifying potential
trees for agroforestry, animal hedges and medicinal trees and they included Ficus natalensis,
Albizia Coraria, Calliandra calorthysis, Markhamia Lutea and many others.
2.2.8Animal farm activities
2.2.8.1 Milking
There were various procedures followed when milking a cow and they included, introducing
a calf to the cow, then tying of the behind legs, washing hands and the cow’s udder with soap
and clean water, ensuring the use of a clean container, The cow’s udder is first massaged,
then two to three strips made in the milker’s hands to cheque whether the milk has spots of
blood which indicate the presence of mastitis
Figure 30 Milking a cow
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Figure 31 milking a cow
Figure 32 After milking
2.2.8.2 Ear tagging
Were told by the animal farm manager that ear tagging is for easy identification of the animal
and proper record taking within the farm. This is done using an ear tagging machine
Figure 33 Ear tagging
machine
2.2.8.3 Spraying of the animals
We used a knapsack to spray the animals in order to control the external parasites like ticks
which spread diseases to the animals. When spraying begin from the behind to the back, to
the sides to the rare and finally the under parts.
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Figure 34 spraying of cattle
Figure 35 spraying of cattle with asnapsack
Castration of the cow
Mr. Charles the animal farm manager explained the different methods that can be used when
castrating an animal, the Burdizzo method, use of rubber ring, and surgery, however he said
he prefers surgery because your assured that the process is fully done.
Importance of castration there are many advantages why most male animals on the farm
should be castrated, helps to avoid poor breeds on the farm, animals are able to increase in
size, it gives peace to the animals on the farm, reduce disturbances of females on the farm,
procedure When using the surgery method, the first step is to put down the animal, tie all the
legs, and let the people around help to hold the animal tightly. Then wash your hands and the
animal testicles with soap and clean water. Using anew razor blade cut one testicle at a time
ensuring that all the three layers of the skin are opened, pull the testicle out and swizze it
highly and faster to control blood flow then cut the testicles off, the same procedure is done
on the other side.
Limoxin -25 spray was sprayed both inside and outside the wound, this was to ensure that all
the blood is covered up not to attract any disease-causing organisms. Lastly the animal is
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injected with any medicine that can reduce the pain, if possible, consistently for three days
and outside
Figure 36 washing hands with sop and
clean water
Figure 39 Trying to stop blood from
flowing
Figure 42 prepared medicine to be
injected into the animal after
castration
Figure 37 Washing of the testicles
with soap and clean water
Figure 40 After the testicles are
removed
Figure 38 Opening of the testicles
with a razor blade
Figure 41 limoxin spray
Figure 43 The two testicles removed
from the male cow
2.2.9 Apiary practices
Apiary is a practice of raring bees, there are two types of apiaries in NFC
The open apiary. In this type of apiary, bee hives are left outside in an open area.
The closed apiary this is completely build and hives put inside in an organised way only
leaving entrance holes for bees ever open.
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Figure 44 Closed apiary
Figure 45 open apiary
Types of hives. Lung strose and Kenyan top bar hives are the two types of hives commonly
used in Nyabyeya apiary and they are modern hives. However, there are other local hives
that can be used on different apiaries and they include, bark hives, reed hives, basket hives,
log hives, etc
We were told by the apiary manager that the difference between modern and local hives
comes in that for the modern hives they can be opened and checked while the local hives
are only opened at the time of harvesting honey
Harvesting of honey: At NFC apiary honey harvested in the months of Jan, march, April, July
august September however this depends how strong the hive is if it’s too strong the hive
may be harvested every after 4 months if weak after 6 months and if too weak every after a
year.
Absconding: Absconding refers to the process of feeding bees and sugar syrup is commonly
used. Absconding is commonly done for bees with weaker hives or during hearse times that
bees are un able to move out and look for their own food.
How to make the sugar syrup. Mix honey with clean water and put it in the feeder, The
mixed syrup lasts for only two days
In order to ensure proper feeding of the intended bees the syrup should be prepared and
put inside the hive during night hours. This is because all the bees are in the hive at night
and no bees from other strong hives are able to feed on the prepared syrup.
Conditions to consider when starting up an apiary: When starting up an apiary the area to
be selected should be accessible, near a permanent water source The topography should be
gently sloping and always avoid swampy and flat areas. It should also have plenty of foliage
of flowers
2.2.9.4 Bee pests
1.work smorth: It’s an insect whose adult looks like a butterfly and therefore is able to fly
from one hive to the other forming cobwebs within the hives, however it only affects the
weak colonies only and can be controlled by burning everything in the hive and warming the
top bars.
2 hive beetles They look like beetles contaminate the hive by feedings and faecal droppings
within the hive
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3.lizards:They affect the hive by feeding on bees hence reducing their pollutions which
completely weakens their hives by reducing the colony and can be controlled by killing one
by one at a time
4.Honey guide: The honey guid is a bird which feeds on bees, sometimes they stand around
the bees hives to pick which ever bee comes out of the hive, hence reducing their pollution
and therefore weakening the colony
5.human beings: When humans over harvest the honey in the hives then they also become
pests
6.Termites:Termites are so dangerous pests because they depend on the wooden parts of
the hives hence destroying the hives and can be controlled by the use of the treated wood.
7.chimpanzees: These are the most dangerous pests because they first destroy the whole
hive before harvesting the honey therefore the whole colony is destroyed, also whether
there is honey or not the whole colony will be destroyed.
8.Honey buggers: These are huge animals black in colour which destroy colonies, they exist
in European countries.
9.Veroa mites:They can’t be seen with our naked eyes and therefore attack bees on the
segments.
2.2.9.5 Bee diseases
1.Nosema: This is a fungal disease and can be identified by the faecial wastes that are
observed at the base of the hive, It can be controlled my maintaining strong colonies
2.Chalk broode: The disease only affects the broode and it can be identified by finding the
broode is, chalk like and elongated
3.Sac brood: It’s the disease for the brood and can be identified by finding the dead brood in
the sac like and elongated
4.American fold brood: This commonly affects the bees in Europe
5.African fold broode : Commonly affects the bees in Africa they die and smell and the smell
are repellent causing the colony to run away.
2.2.9.6 How to get bees in empty hives
1.Natural colonisation
When using this method, the hives be made attractive by the use of the lemon grass
squeeze and smear however the smell does not last for long therefore should be smeared
time and again until the bees colonise.
2.Colony division
Identify a strong colony and divide that one colony into two
3.Swarm catching
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Steps
Identify swarm location
Prepare the required equipment’s
Mix water with sugar
Sprinkle the sugar syrup over the bees it calms the bees because they begin linking their
bodies
Bring closer the swarm bag next to the swarm.
Trace for the queen bees and cage it in a queen cage.
Introduce bees into the hive
Feed the colony on sugar syrup or provide one to combs of honey and the brood into the
new colonies.
Place the queen gate at the entrance and release the queen from the queen cage
Remove the queen gate when the colony has fully stabilised
4.through queen r
5. buying packaged bees.
2.3 Supervision Levels and Relationship with Supervisor
The academic registrars at NFC assigned us different sites of work under different field
supervisors in every new week. While at the site, the field supervisors were responsible for
assigning us activities, ensuring that we arrived on time and finished working in time. The field
supervisors equipped us with knowledge through the conversations and answering of all the
questions related to what we were doing while at the field.
2.4 Work team and its composition
We were only four students at NFC for the internship, therefore we worked together for every
activity assigned to us. and for activities like cloning, directional felling loading sawmilling we
had to join the workers and work together with them and under the same supervision.
2.5 Working relationship among team members or other staff:
There we some of those activities that required us to join with the workers of NFC and in this
case, we had a chance to learn from the workers themselves for example directional felling of
trees, sawmilling this was by the sawmill operators.
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2.6 Authority level to the student:
As an internee, I was fully instructed and authorised by the internship supervisor, ARs and field
supervisors and responsible lecturers. They had the right to instruct me on the working hours,
the reporting time, time of accomplishing activities and the resting time. I was responsible of
responding to them all the time.
2.7 Interests, challenges and what can be changed:
Interests
One of the most interesting moments was in the plantation when I successfully fell a tree with
a power saw after many trials.
The other interesting moment was when we were in the college farm and learnt how to milk
cattle and castration of the male animals.
The other interesting moment was in the herbarium when we learnt how to collect plant parts
and press them
The other interesting moment was at the sawmill learning how to operate the kara sawmill that
uses circular saw blade
Challenges
I encountered challenges of Language Barrier.
No electricity.
Most of the activities were not fully participated in due to limited labour force.
What can be changed:
The saw mill at NFC only operates in the presence of electricity may a generator should be
connected or the biomass centre which produces electricity out of burning wood chips should
be connected at the sawmill for continuous supply
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CHAPTER THREE: EVALUATION OF FIELD ATTACHMENT
3.1 Level of accomplishment of duties and responsibilities assigned
Materials The shed net was renovated and most of the chambers planted with clonal eucalyptus.
Animals were castrated and external parasites controlled
for making compost manure were collected and put in the pit for decomposing.
Pine trees were harvested transported to the sawmill converted into timber and sold
Beating up of the seedlings in the new arboretum and taking records for future reference
Plant parts were collected from the old arboretum and taken to the herbarium for preserving.
3.2 New knowledge and skills gained in each of the duties and responsibilities
From the tree nursery activities, I learnt how to manage to construct nursery beds and manage
the nursery
From the clonal eucalyptus, I learnt about the different clonal species and how they can be
raised
From grafting I gained knowledge on how to collect scions, prepare the root stock and how to
do grafting using the whip and tongue method together with the slanting method.
From the plantation activities I learnt how to line out, mark, pit and plant afield, I also acquired
knowledge on pruning and thinning of a plantation
From logging I learnt all the steps followed when felling a tree and cross cutting into logs and
poles for further processing
From the sawmill I learnt how to operate a kara sawmill, grade timber, season timber identifies
the timber pieces into sizes and do marketing of the sawmill products
From the agroforestry. I acquired knowledge on proper spacing in case of growing trees and
crops and how best to choose trees and crops for growing together. I also learnt how to castrate
animals.
3.3. Most interesting experience
My most interesting experience was felling a tree using a power saw cross cutting loading and
transporting
The other interesting experience was making of compost manure and castrating of animals
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Operating the sawmill was my other most interesting experience.
3.4 Relatedness of university taught programmes to the field work
Most of the things had been taught by the university theoretically and others partly practically
they included;
Tree Nursery Practices had been taught both theoretically and practically especially in the
activities of Nursery bed construction, pot filling, pricking out, mixing of soils.
Physical Processing of wood taught by the university was applied at the Nfc sawmill while
converting of the Logs into timber and seasoning them.
Forest harvesting systems was applied in the felling of the trees, crosscutting and transporting
to the site of sawmill.
3.5 Challenges faced and how managed (both work related and organisational factors and
from an individual perspective)
Mechanical problems both in the plantation (logging area) and at the sawmill. This greatly
affected as in that we could not continue with activities after the power saw broke down
For the sawmill its only operated by power in case of no power work at the sawmill does not
continue
Limited workers especially in the plantation section. We missed out on most of the plantation
activities because the two responsible people were away for a few days.
The sawmill has a lot of saw dust almost burying the sawmill this is because it has no market
due to high prices increased by the administrators.
The clonal nursery faces challenges of few layers of the net that were put on top and hence
much sunlight and heat enter causing low survival rates of seedlings.
We faced problems of language barrier mostly with the field workers
There was a problem of power shortage at the station
3.6 Benefits derived from field attachment
I acquired knowledge on the clonal eucalyptus, harvesting of mother shoots, preparing them
and planting them in a shed net
I acquired knowledge on forest harvesting, I learnt about the directional felling, debranching
measuring to length cross cutting and loading
I acquired knowledge from the sawmill of identifying timber in different sizes and how that
timber can be graded and priced
I acquired knowledge on the different a gro forestry methods for example the multistorey,
home garden and fodder bank establishment
3.7 Adequacy of university in preparing the student for field attachment
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The university played its role to adequately prepare me for my field attachment as seen below,
The University provided orientation and carrier guidance, looked out for the suitable companies
for the field attachment and allocated us there. The university provided the imparting
knowledge through taking me through the theory part which is expected to be carried out in the
field. I was also given a well-prepared log book by the University with columns of dates,
activities done, lessons and skills obtained from the activities done and even challenges faced.
The University also sent for me an academic supervisor to supervise me during my field
attachment thus confirming the preparedness of the University for my Field Attachment.
3.8 Preparedness of the Agency to receive and manage students for field attachment
The college leader was aware about our going to the institution for internship, however had not
yet communicated to the responsible persons since he was away from the college but upon our
arrival we were welcomed and whatever was possible prepared for us immediately
CHAPTER FOUR: CONCLUSION AND RECOMMENDATIONS
4.1 Conclusion
I have been equipped with practical skills, improved my competence skills through hands on
experience. I was able to relate the theoretical aspects of my course to the practical aspects
through informal interactions, voluntary participation and observation and it is my sincere. I
was able to improve my communication skills through field internship at NFC
4.2 Recommendations
My recommendation goes to Nyabyeya next time they should be able to provide
accommodation to intern students and prepare for them the weekly plans so early enough.
The college should find ways of keeping power available at the station for continuous running
of the sawmill and this will not affect them in business.
The saw dust at the sawmill almost covering up the saw mill fully should be reduced in price
in order for the customer to afford buying it. Also, some should be taken back into the
plantations in order add value to the soils.
Nyabyeya is a very good place for doing internship, people are welcoming therefore I
recommend many students to take it up as a place of internship.
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References
Nyabyeya forestry college strategic plan 2015-2020
Nyabyeya forestry college profile, 2019.
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Appendices
Nyabyeya Forestry College Administration Block
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Nyabyeya tree nursey bed
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