MSU

LIBRARIES

 

RETURNING MATERIALS:

 

 

 

Place in book drop to
remove this checkout from
your record. FINES will
be charged if book is
returned after the date
stamped below.

 

 

 

 

 

© 1982

SHERIFF FAIZOOL

All Rights Reserved

SOME CURRICULUM CONSIDERATIONS
FOR TRAINING PARK WARDENS
IN TRINIDAD AND TOBAGO

.by

Sheriff Faizool

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF SCIENCE

Department of Park and Recreation Resources

1982

ABSTRACT

SOME CURRICULUM CONSIDERATIONS
FOR TRAINING PARK WARDENS
IN TRINIDAD AND TOBAGO

by

Sheriff Faizool

The establishment of programs for the management and protection
of recommended park and recreation areas within Trinidad and Tobago
has created a demand for trained technical staff. Presently there
are no formal training programs for these technical staff. The need
to initiate a park warden training program at the Eastern Caribbean
Institute for Agriculture and Forestry (ECIAF) is examined. A frame-
work for developing a park warden training program is proposed and
used to develop a two-year park and recreation curriculum at ECIAF.
The curriculum proposal is integrated within the present Forestry
program to minimize cost and increase efficiency and effectiveness
of limited resources.

The courses recommended cover a wide range of abilities, skills
and knowledge essential for the execution of the duties of a park
warden. Thirteen courses are recommended for the first year while

ten are recommended for the second year.

ACKNOWLEDGMENTS

I wish to thank a number of friends and colleagues for their
contribution to the completion of this thesis, special thanks are
due to Donald Holecek, my major professor, for his guidance, help
and encouragement throughout this study. I also wish to thank
L. W. Foster my minor advisor for his assistance and advice in plan-
ning my minor area of study.

In addition, I wish to thank T. J. Haskell for his review and
valuable comments on an early draft.

Thanks are also due to other members of the Department of Park
and Recreation Resources, including graduate and undergraduate
students, staff and faculty for their contribution to a pleasant and
stimulating stay at the University.

Thanks are extended to Miss Gaitri Persad for typing an early
draft and to Jo McKenzie for typing the final thesis.

Special thanks should go to my wife, Narisha, and children,
Nisha and Omar, whose thoughts, encouragement and love made this study

possible.

ii

TABLE OF CONTENTS

LIS T OF TABLES O O O O O O O O 0 O O I O O 0

LIST or FIGURES . . . . . . . . . . . . . .

Chapter
I IMRODUCT ION O O I O O O O O O O

The Problem. . . . . . . . . .
Objective. . . . . . . . . . .
Limitations of the Study . . .
Organization of the Thesis . .

II BACKGROUND INFORMATION . . . . .

Trinidad and Tobago. . . . . .
Economic Considerations. . . .
Management of Natural Areas. .
Need for Training Park wardens
ECIAF. . . . . . . . . . . .

Overall Feasibility Considerations

III CURRICULUM DESIGN. . . . . . . .

General. . . . . . . . . . . .
The mdel O O O O O O O O 0 O 0

IV CURRICULUM CONSIDERATIONS - PARK AND

The Need . . . . . . . . . . .
Job Description. . . . .
Ability, Skill and Knowledge .

Objectives of the Park's Program .

Curriculum . . . . . . . .

V SUMMARY. . . .

iii

RECREATION.

Page

0 V

. vii

LDNNH

&

21

21

25

25
25
27
29
29

64

APPENDICES Page

APPENDIX
I Eastern Caribbean Institute of Agriculture
and Forestry Curriculum - 2-Year Diploma
Course in Agriculture: Year I-Agriculture. . . . . 68
II Eastern Caribbean Institute of Agriculture
and Forestry Curriculum - 2-Year Diploma
in Agriculture: Year II-Agriculture. . . . . . . . 69
III Eastern Caribbean Institute of Agriculture
and Forestry Curriculum - 2-Year Diploma
in Forestry: Year I‘FOIESCI’Y o o o o o o o o o o o 70
IV Eastern Caribbean Institute of Agriculture
and Forestry Curriculum — Z-Year Diploma
in Forestry: Year II-Forestry. . . . . . . . . . . 71
V Introduction to Park and Recreation
(Original Course Curriculum). . . . . . . . . . . . 72
VI Wildlife Management I. . . . . . . . . . . . . . . . 73
REFERENCE LITERATURE. . . . .I. . . . . . . . . . . . . . . . . 74

iv

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

6A
6B
6C
6D
6E
6F
6G

6H

61
6J
6K

6L

LIST OF TABLES

ESTIMATED NUMBER OF PARK WARDENS TO MANAGE
PARK AND RECREATION AREAS IN TRINIDAD
AND TOBAGO O O C O O O C - O O O O O O O O

A PROPOSflfl JOB DESCRIPTION FOR PARK WARDENS

IN TRINIDAD AND TOBAGO . . . . . . . . .

KNOWLEDGE, ABILITY AND SKILL REQUIRED TO
FULFILL THE FUNCTION OF PARK WARDEN. . .

PROPOSED CURRICULUM.FOR Z-YEAR DIPLOMA
COURSE IN PARK AND RECREATION:
YEAR I - PARK AND RECREATION o o o o o 0

PROPOSED CURRICULUM FOR Z-YEAR DIPLOMA
COURSE IN PARK AND RECREATION:
YEAR II - PARK AND RECREATION . . . . .

1-01:

1-02:
1-03:
1-04:
1-05:
1-06:
1-07:

1-08:

1-09:
1710:
1-11:

1-12:

BOTANY. . . . . . . . . . . . . . .
SOILS AND SOIL FERTILITY. . . . .
FOREST MENSURATION. . . . . . . .
FOREST SURVEYING. . . . . . . . .
SILVICULTURE I. . . . . . . . . .
DENDROLOGY. . . . . . . . . . . .
INTRODUCTION TO PARK AND RECREATION

LAND MANAGEMENT, SOIL AND WATER
CONSERVATION. . . . . . . . . . .

FIRST AID AND EMERGENCY PROCEDURES.
PRINCIPLES OF ECOLOGY . .
MAINTENANCE OF EQUIPMENT. . . .

INTRODUCTION TO ECONOMICS . . . .

Page

12
28

30
35

36
38
40
41
42
43'
44

45

46
47
48
49

SO

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

TABLE

6M

7A

7B

7C

7D

7E

7F

7G

73

7I

7J

l-13:
2-01:
2-02:

2-03:

2-04:
2-05:
2-06:
2-07:
2-08:

2-09:

2-10:

SOCIOLOGY . . . . . . . . . . . . .
FOREST MANAGEMENT . . . . . . . . . .
FOREST PROTECTION (FIRE). . . . . . .

ADMINISTRATION AND PERSONNEL
MANAGEMENT. . . . . . . . . . . . .

WATERSHED MANAGEMENT. . . . . .
WILDLIPEMANAGEMENT.........
PARK POLICY, LAW AND PRACTICES. . .
PARKPLANNING.\..........
PARK AREA OPERATION AND MANAGEMENT.

PARK INTERPRETATION AND ENVIRONMENTAL
EDUCATION . . . . . . . . . . . . .

VEHICLE AND PLANT ENGINEERING .

vi

Page
51
52

53

55
56
57
58
6O

61

62

63

FIGURE I

FIGURE II

FIGURE III

FIGURE IV

LIST OF FIGURES

REGIONAL LOCATION MAP - TRINIDAD
AND TOBAGO o o o o o o o o o o o

DISTRIBUTION OF RECOMMENDED PARK
AREAS IN TRINIDAD AND TOBAGO. . .

PROCESS FOR CURRICULUM DESIGN
AND DEmopm O O O O O O I O O

ORGANIZATION OF THE PROPOSED

FORESTRY AND PARK AND RECRE-
ATION PROGRAM AT ECIAF. . . . . .

vii

Page

10

22

33

CHAPTER I - INTRODUCTION

The country of Trinidad and Tobago is presently confronted with
numerous resource management and conservation problems.- In recent
years, growing population pressures, industrialization, as well as
changes in governmental policies with regards to the oil industry have
resulted in rapid use of many natural resources. Depletion of natural
forest, erosion, polluted rivers, flash floods and loss of prime agri-
cultural lands have all contributed to the current critical situation.

The Government has recognized this problem and has initiated
various natural resources management programs for overcoming it. One
program has been directed at the protection and preservation of
natural areas within the country and calls for the training of park

wardens to manage a variety of protected areas.

THE PROBLEM

The establishment of programs for the management and protection-
of recommended areas within the country has created a demand for
trained personnel at both the professional and technical levels.
Overcoming the problem of shortages of professional level staff must
be (and is being) dealt with separately.

The existing staffing of the present "Parks Section", at the
technical level, is made up of persons reassigned from the Forestry
Division. Although, this arrangement is satisfactory in the short-
run, it will be necessary in the long-run to train future park

1

- 2
personnel with the skills, knowledge and abilities reduired to ade-
quately preserve and manage park and recreation resources.

Proposals have been submitted to Government to expand the pro-
gram of work at the Eastern Caribbean Institute of Agriculture and
Forestry (ECIAF), Trinidad to include intensive, specialized courses,
seminars and workshops in subject matter needed by park.wardens.
Approval appears forthcoming, but format and curriculum.content are

still outstanding questions to be resolved.

OBJECTIVE

The objective of this thesis is to examine the need for a train-
ing program for park wardens in Trinidad and Tobago, as well as to
evaluate the feasibility of such a program at the agriculture and
forestry school (ECIAF) at Centeno, Trinidad. Some curriculum guide-
lines and contenE as they relate to basic park warden training.will
also be proposed. The curriculum will be developed with consideration

of present relevant courses already being taught at the institute.

LIMITATIONS OF THE STUDY

The study has three major limitations. Firstly, training at any
level should be examined as a whole; however, because of time con-
straints only training directly related to skills, abilities and
knowledge of the job was examined. Training related to motivation,
level of self-awareness and supervisory and administrative abilities
of higher levels of park wardens were not considered. The second limi-
tation is related to the static development of the curriculum. Cur-
ricular theory and development should go hand in hand, and as such

the content of each course must be periodically evaluated to ensure

3

that the primary objectives of the program are achieved. Courses
should, therefore, be structured and restructured, so as to train
park personnel in a manner acceptable for effective and efficient job
execution.

Finally, the thesis was based on the general assumption that the
duties of a forester and park warden are different and, as such, re-
quire specialized training. However, if foresters are going to per-
form a dual role, as is presently being suggested, the curriculum will

have to be redefined.

ORGANIZATION OF THE THESIS

The thesis is divided into four additional chapters. Chapter II
is comprised of pertinent background information to this study, while
Chapter III develops a methodology and model for curriculum design.
'Chapter IV utilizes the model developed to outline Some curriculum con-
siderations for training park wardens in Trinidad and Tobago. Finally,

a summary discussion is presented in Chapter V.

CHAPTER II - BACKGROUND INFORMATION

TRINIDAD AND TOBAGO

The islands of Trinidad and Tobago lie between 100 2" and
11° 12" north latitude, and 600.30" and 610 56" west longitude. They
are the most southerly of a chain of islands stretching from.Florida
in North America to Venezuela in South America, and are separated
from.the South American mainland by the Gulf of Paria (Figure I).

The larger of the two islands, is Trinidad, which is approxi-
mately 4,830 square kilometres, while Tobago is just over 300 square
kilometres. Trinidad is relatively flat with three mountain ranges,
the NOrthern, Central and Southern Ranges transversing the island in
an east to west direction. The highest point is on the Northern
Range which rises to 940 metres. The dominant relief feature of
Tobago is the Main Ridge, which is a central chain of mountains
running north-east to south-west. The ridge slopes off steeply to
the north-east, and more gently to the south-west and extends along
two-thirds of the island's length. The highest peak on Tobago,
Pigeon Point at 570 metres, is located at the north-eastern tip of
the island.

The climate of the islands is tropical with a distinct "dry
season" from January to June, and a "wet season" from July to
December. Average temperature measures 25°C and the annual variation

ranges from 22° to 32°C. The mean rainfall is about 150 cm per year.

ogmoe 924 QGHZHMH. I g 29:53 goHum—m .H ”550:“

 

 

        

 

     

.
_
l . . . 4 L. _
.max com o .
.
so no uso
ZOOH a 3< n m "
:IIIIIIIIIIII .IIIIII-IIIIIIII IIIIIIIIIIII .IIIIIIIIIII
33:? MN 0 . ”
oumnou. \ on: . _
.\ .Oflmvdfimhnv 0Hfifl¢0% 0 awn—3H4 _
movmnumm o 3:00:21 um coughs—.5 moans: .
3335.3 e0 mom amonnfiumo Hmuusoo _
. .
magmas—on so _
oesoaoomsu o coax mHoasoemwm r.. "
mowfiufiz. 1 093.5 . .
moan—non o .o KAID 0 . _
REE .3. .2 SEES. .3932 _
mosMHmH u .
59.; .. .
as.
.. uuuuuuuuuuuuuuuuuuuuuuuuuuuuuu I t v .. ......... .
zoxmn Hoodoo mo uueoua as. my
masonmmfiv .
cameo sausmau< Aflnnv oowxoz
«0 «.25

moans: :uuoz

 

 

.--—--‘-----—-—-- --- r---

 

 

6
Humidity is very high and the saturation point is approached or passed
during the night in all seasons.
The population is over one million and is comprised of a mixture
of ethnic groups: the majority being of African and East Indian
origin. The population density is just over 200 persons per square

kilometre.

ECONOMIC CONSIDERATIONS

In recent years, the economy of the islands has performed remark-
ably well when compared with economies of the developed, as well as,
the developing countries in the region. In spite of the relatively
improved performance of the national economy in recent times, Trinidad
and Tobago falls within the genre of so-called developing economies.
The structure of the economy is characterized by its small size and is
subject to the vicissitudes of external economic conditions. Thus,
growth continues to depend critically on external demand for exported
products.

Fueled by a recent oil bonanza, the Trinidad and Tobago economy
continues to move upwards. Gross Domestic Production in 1980 grew
at about 22 percent in real terms over the 1979 level. Petroleum con-
tinues to play a pivotal role in the economic development of the
islands in terms of its contribution to the Gross National Product as
well as an earner of foreign exchange. The internal revision of laws
and policies related to petroleum and the rapid increase of oil prices
have both contributed to the favorable development of the oil industry.

The unemployment problem has remained a persistent, real,

deflator of the value of economic growth in the country. Within the

7
last few years, the rate fluctuated from 12 and 15 percent of the labor
force. During 1979 the unemployment rate averaged 11 percent.

The oil bonanza has resulted in major growth in the manufacturing
and construction industries, and a related down-turn in the agricul-
tural sector. The rapid growth of the oil industry and its related
impact on other industries have affected the management and development

of natural resources within the country.

MANAGEMENT OF NATURAL AREAS
Diversity of the Resource

The mountain rain foresn,savannas, lowland rain forest, mangrove,
fresh and salt water swamps, as well as beaches and rocky coast lands
of Trinidad and_Tobago provide habitats for an unusually diverse flora.
and fauna. There are over 2,160 species of‘flowering plants in Trini-'
dad alone, and more than 110 of these are endemic to the island. There
are also over 100 species of mammals: more than 400 birds, 55 reptiles
and 25 amphibians. As such the natural communities are world renowned

for their variety and beauty.

Existing Protection

Protection of natural areas in Trinidad and Tobago is primarily
through the establishment of game sanctuaries and nature reserves.
The need to afford special protection to the wildlife of Trinidad and
Tobago was recognized as long ago as 1928 when the country's first game
sanctuary was established (Wildlife Conservation Committee, 1979).
These sanctuaries along with nature reserves provide the principal
means of protection of natural areas in the country.

Since 1928, twelve other sanctuaries have been created to protect

8
wildlife by prohibiting hunting. While the sanctuaries have served a

function through providing limited protection against hunting to cer-
tain game species, various factors have necessitated a re-evaluation
of the role these areas can play in a system of protected areas, in
view of today's social, economic and environmental realities.

In the 1940s,the increasing forest exploitation and conversion

of natural forest to Tectona grandis (Teak) and Pinus caribaea

 

(Caribbean Pine) brought about an interest in conserving small relict
areas of natural forest. These small areas called "Nature Reserves"

were usually established along road-ways passing through the planta-

tions. The areas are generally too small to meet requirements neces-
sary for maintenance of the ecological conditions capable of sustain-
ing the natural forest type nor do they have features which are

nationally significant.

National Parks Project

In May, 1978 a project between the Government of Trinidad and
Tobago (Forestry Division) and the Organization of American States
(OAS) was formulated to develop a National Parks Policy, as well as
to identify those areas within the country which should be protected,
and to prepare a comprehensive plan for a system of national parks and
protected areas. A detailed National Parks Policy (Thelen and Faizool,
'1980a) has been prepared with its major objective being to provide
protection in perpetuity for those areas of Trinidad and Tobago which
represent significant examples of the country's natural heritage, and
to encourage public understanding, appreciation and enjoyment of the

heritage in such ways and by such means which would leave it unimpaired

for future generations.

To ensure that these natural areas are adequately protected, six
categories of management were recommended. These categories range
from areas requiring a high degree of protection of fragile ecosystem
to beach areas which provide for intensive outdoor recreational activi-
ties. The categories are as follows: Scientific Reserves, National
Parks, Natural Landmarks, Nature Conservation Reserves, Recreation
Parks and Scenic Landscapes- A detailed policy for the selection,
maintenance, and.protection of each category has been drawn up and
will be presented to Government for approval.

A National Park System Plan (Thelen and Faizool, 1980b) has also
been prepared to reflect objectives and policies related to the estab-
lishment of areas to protect and use the country's most important
natural heritage. Attention was given to identification of marine and
terrestrial ecosystems, vegetative communities, floral and faunal
species, wildlife habitats, and geomorphological and geological features.

A total of 61 units were recommended for inclusion within the
National Park System. Of the total, eight units were recommended as
National Parks, eight as Natural Landmarks, thirteen as Scientific
Reserves, thirteen as Nature Conservation Reserves, thirteen as
Recreation Parks and six as Scenic Landscapes (Figure II).

Approximately one-half of the total area is located within eight
large national parks. Four of these parks are located in mountainous
topography of the Northern Range of Trinidad and one in the main
ridge of Tobago. Two are swamps, and one is essentially a marine
ecosystems

Of the total area within the system, over 65 percent of the land

1O

ou<moa :24 G<nHszH 2H m<mm< Mm<m nunzmzzoomm mo ZOHHDmHmHMHQ .HH mmDUHm

II

 

 

 

‘0
coconuomamm

 

vmvwflwuh
.Q

       

v.
a .0 c n O o v‘;
D o 0 "OI. 0. O O 0 ‘

 

\E

 

saunas naaoa

 

 

 

Am;

nowmm*wmmw

 

   

 

 

 

OHmuw 05mm GO UQwfiH

 

sandmIHOquom

e/‘maz

.nua

 

fl

ma

Amoafiav Canon

1]-

OH m o

382 SEE E
mG3OH AU

momom penm:.l(

xoosH

 

 

 

11
is classified as unsuitable for agriculture due to slope and/or water
limitations and has been recommended in the Land Capability Study
(1966-1970) to be left under indigenous growth. Only 3,230 hectares,
less than five percent of the lands within the system, consist of very
good agricultural lands. Ownership patterns indicate that 76 percent
of the total recommended area is under public ownership, while the
other 24 percent is privately owned.

Management and development plans have been written for five of
the recommended areas, and preliminary work in accordance‘with the
plans has been initiated in all these areas. The Forestry Division is
presently responsible for three of the five areas for whiCh management

and development plans were completed.

NEED FOR TRAINING PARK.WARDENS

Thelen and Faizool (1980b) indicated that "since day to day
management decisions may have significant long term effects on the
resources, it is critical that trained and experienced persons be
available in executive roles, as well as for routine day to day manage-
ment of the 61 units which are anticipated to comprise the system of
national parks and equivalent reserves of the country)‘ Table 1 is an
estimate made by Thelen and Faizool (1980b) of the park wardens
required to manage the proposed park system of the country over a
five-phased period. Each phase represents a time period of at least
five years but is very dependent on the staffing and progress of the
earlier phases.

The personnel required to manage any area is dependent on the

objectives of management and could only be detailed when a complete

12
TABLE 1

ESTIMATED NUMBER OF PARK WARDENS TO MANAGE PARK
AND RECREATION AREAS IN TRINIDAD AND TOBAGO*

 

 

 

 

PHASES

POSITION 1 2 3 4 5 TOTAL
Park Warden III1 2 4 5 3 2 16
Park.Warden II2 4. 10 l6 14 12 56
Park Warden I3 24 so 64 55 45 248
TOTAL 30 74 85 - 72 59 320

\

*Adapted from Table XII - Thelen Faizool (1980b).

lResponsible for the planning, design, construction, maintenance
and administrative duties of overall park operation as well as super-
vises the overall duties of the Park Warden II.

2Responsible for a major function or phase of a park operations
program, which may include the supervision of work done by the Park
Warden I.

3Responsible for day to day routine operation of a small park,
program or facility.

analysis of the area is made in the form of management and development
programs of the area. Although these programs are still outstanding
for most areas, an estimate was possible from those plans that are
completed, as well as, from.comparisons with management activities of
similar areas in other countries.

Full protection and preservation of the proposed 61 units will
require over 300 trained technical staff. While the present staff
is doing an acceptable job, it is doubtful future additions, because

of inadequate park training,could accomplish the same.

13

Many people, unaware of the distinction between park and forest
management, have fallen into the snare of equating both types of
areas. There is no doubt some similarities between the two exist;
nevertheless, they are not synonymous entities. Consequently, while
in the interim foresters will suffice to bridge the gap in the long
run, it is important that some action be taken to train appropriate
staff. There are no substituuusfor properly trained park wardens.
The job is distinct and requires special functional roles. If the
natural heritage of any area is to be adequately protected for the
enjoyment of this and future generations,an appropriate training pro-

gram is imperative.

Other Influencing Factors

Several other factors have come together to give further justifi-
cation to suggest that a park.warden training program should be initi-
ated immediately.

Because of the initial thrust Trinidad and Tobago has developed
in management programs in park and recreation, numerous requests from
other countries are received for technical information and advice on
park and wildlife related matters. This indicates that the efforts
by Trinidad and Tobago are looked upon with favor in terms of the way
it is approaching the resource management challenges in the region.
Government should build on this image by continuing to upgrade the
capabilities to manage natural resources and to be responsive to the
needs of other developing countries.

Overall government action in most of the Caribbean islands with

regards to the protection of natural resources appears to be favorable

14
in terms of broad policies; however, specific training programs for
protecting these unique resources are still to be developed.

The approach to training at the professional level in most
Caribbean countries is appropriately handled in the form of scholar-
ships and aids to countries like USA and Canada. While this form of
training would be appropriate at the professional level, it is strongly
believed that because of the uniqueness and cost involved it would be
inappropriate to take the same action for training at the technical
level.

Presently, it is rather difficult for professionals trained abroad
to meaningfully adapt what they learn abroad to their native country.
There is a strong tendency for whole scale transformation of metho-
dology and systems which at times are not only inappropriate, but at
the same time costly. With respect to park.wardens the difficulty
will be even greater. The seasonal orientation of some park and
recreational services and activities is an example of the many prob-
lems. In the tropical area, this seasonality will be absent or dif-
ferent and the trainees will be lost trying to reorient ideas
and thoughts like these. Training within the region will not only be'
cheaper but will allow individuals to devise ways and means most
appropriate to the area. This experience will go a long way in in-
creasing job efficiency.

Some of the earliest articulations of the Caribbean region and
Latin America to have regional training facilities in natural resources
were manifested in the resolutions of several international meetings.
They included the Forestry Commission for Latin America which met in

Trinidad and Tobago in 1967 (FAO, 1967), The Second World Conference

15
on National Parks (USNPS, 1972), the First and Second Meetings of the
International Technical Committee for the Protection and Management of
Amazon Flora and Fauna (CIT, 1976 and 1977), and the meeting on
Regional Cooperation in the Management of Central America Wildlands
(CATIE, 1977). The scope of concern was the training of personnel
to prOtect and manage natural areas. Training models discussed in-
cluded the College of Wildlife, at Mweka, Tanzania, and Ecole pour la
formation de specialistes de la faune at Garou Cameroun.

During the Organization of American States sponsored Technical
Meeting on education and training for the administration of national
parks, wildlife reserves, and other protected areas held in Merida,
Venezuela September, 1978, and attended by representatives from Latin
America and international organizations, several reCommendations
emerged. Participants at this meeting felt that Trinidad and Tobago
would fulfill a valuable service by providing training in parks and
wildlife to the English-speaking countries in the region. The Organ-
ization of American States (1979) reported that there is need to train
over 8,000 park personnel both in Latin America and the Caribbean.

The English-speaking Caribbean region will require a cadre of over 600
trained personnel. Presently, Dominica and Jamaica, as well as,
Trinidad are utilizing trained foresters to provide for management of
park and recreation resources. It is rather unfortunate that there

is no single institution where park management is offered as a subject
for study at the technical level in the Caribbean region.

A recent study sponsored by the World Wilflife Fund/US on a

Strategy for Training in Natural Resources and Environment in Latin

16
American and the Caribbean (1980) identified the need for linkages
of existing regional centers. In the recommendations, ECIAF was
listed as one of the several institutions within the region that
warrant special consideration. An appropriate park warden program at
ECIAF can, therfore, be seen as partial fulfillment of the recommenda-

tion for a unified and integrated training strategy for the region.

ECIAF
History

FCIAF, formerly the Eastern Caribbean Farm Institute, was estab-
lished in 1954 under the Colonial Development and welfare scheme with
assistance from Carnegie Corporation.

Initially, the school was organized and administered as a
regional institution, with financial support coming from other par-
ticipating Caribbean governments. From August, 1964 to the present,
the institute has been operated and funded wholly by the Trinidad and
Tobago Government. Nevertheless, the school continues to train students
from other Caribbean islands.

Prior to 1967, no training in forestry was offered; however, in
that year the Government sought and received help from the Food and
Agricultural Organization (FAO) in initiating a separate technical
training and education program in forestry.

At the present time, the institute program for both agriculture
and forestry students, is for a period of two years, after which
successful candidates are granted either an agricultural or forestry
diploma. During the first year, both agriculture and forestry students

are required to take the same basic biological and soils courses.

17

Admission

At present the minimum entrance requirements for the program are
five Ordinary (General Certificate Examination) passes, including
Mathematics, English Language and a Science subject. Local applicants
are interviewed to determine interest and suitability, and approxi-
mately 50 are enrolled each year. The enrollment in the forestry
program is approximately 15 students.

The majority of the Trinidad and Tobago students enter on
scholarships providedbe the Government. A few are sponsored
privately. The program is fully residential, and, for those on
scholarship all costs of board and lodging, as well as, tuition are
met through the scholarship. In addition, students are paid a trainee
allowance. ~Students from the other Caribbean islands are usually sup-

ported by their home government.

The Program

Agriculture: The program in Agriculture includes Chemistry, Botany,
Zoology and five major areas of study: animal production, crop pro-
duction (including geology, soils, land management, etc.), farm man-
agement, agricultural extension methods (including sociology) and
agricultural engineering.

Equal attention is paid to theoretical and practical work. The
Institute maintains a lOO-acre farm on which most of the practical
training is conducted.

Forestry: The major areas of emphasis in Forestry are silviculture,
forest management, forest protection and forest utilization, but these

build on such basic subjects as general botany, forest botany,

18
mensuration, surveying, soils, soil and water conservation, and land
management. A great deal of emphasis is placed on practical training,
including extended camping sessions.
Commitment to these areas of study is reflected in the curricula

appended (Appendices I-IV).

Registration

Except in unusual circumstances, students are expected to
register on the opening day of each term. Each academic year normally
commences during the first week in October and is completed by July

the following year. There are three terms during each academic year.

Cost

All cost per academic year are due and payable in two equal
installments, the first at-the commencement and the second at the
middle of the academic year, although there is no objection to the
payment of the full amount at the commencement of the term.

Costs at present are as follows: (Trinidad and Tobagos):

 

Per Two—
Year Course

Board, Lodging and Tuition - $6,400.00
Subscription to Students Guild - 20.00
Subscription to Sports - 20.00
Purchase of Stationery - 60.00

Library Deposit (refundable) 10.00 (To be paid by student).

Breakage Deposit (refundable) 20.00 (To be paid by student).

19
OVERALL FEASIBILITY CONSIDERATIONS-ECIAF
The overall feasibility of developing a park warden program at

ECIAF was examined and the following analysis was made:

Facilities

The existing facilities at ECIAF - dormitories, dining area,
classrooms, laboratories and library appear to be adequate, at least
for the current needs. Field equipment and materials are also avail-
able. Environmental conditions and situations of management suffi-
ciently representative of many others in the Caribbean would be avail-

able in various parks of Trinidad and Tobago for field work.

Personnel

One full time training officer from the Forestry Division would
be necessary to direct the Institute as well as coordinate other
training activities for the park and recreation unit of the Forestry
Division.

Instructors for specific courses could be recruited from both
within Trinidad and Tobago, the Caribbean and other countries.
Staffing is therefore not seen as a major problem because the GAS,
FAO and other international organizations can be approached for the
required technical assistance. In addition, University professors
normally seize these opportunities for spending their sabbatical

leave in a foreign country.

Funding
The provision of basic facilities for the Institute would be

the responsibility of the Government of Trinidad and Tobago. The

20

overhead and operating expenses would be charged on a per student
basis for Trinidadians as well as those participants from other
countries.

Personnel from the Forestry Division and from other Trinidadian
agencies could attend the institute as part of the regular personnel
training programs while expenses for participants from.other countries
would be paid by the country sending or through scholarships from
international organizations. Instructional personnel would be paid
through a variety of sources, including existing personnel from
agencies of Government within Trinidad and Tobago, assistance from

specialized United Nations Organizations, bilateral assistance, and etc.

Organizations

The Institute would be controlled and directed by the Forestry
Division of the Ministry of Agriculture, Lands and Fisheries. A com,
mittee of representatives from other countries in the Caribbean and
Selected international organizations could be formed to provide con-
tinuing advice on matters related to courses and curriculum, instruc-

tions and guidelines for operation of the Institute.

CHAPTER III - CURRICULUM DESIGN

GENERAL

Training and development refers to planned effort by an organ-
ization to facilitate the learning of job-related behavior on the
part of its employees (Wexley and Latham, 1981). The general pur-
pose of training and development involves knowledge and skill acquisi-
tion. The basic assumption is that it will increase an employee's A
ability to solve job-related problems and make better decisions.
The problem, therefore, is what skills, abilities and knowledge should
be transferred in the learning process, and how it should be done.

Many times the training is done on an ad hgg basis with little
thought on the whole process. (Usually, the trainer receives an
assignment to design and write a training program for a specific
group for a specified period. There has been no task analysis, no
needs assessment, and instead of having a year to complete his
assignment, he has been asked to have a finished product in three
months. Is ‘this a.curriculum writer's nightmare? Yes, but it is
also reality.

Figure DJ is a basic framework attempting to model the various
factors when training and development are to be considered. For
curriculum development is but one factor of the total picture of

training.

21

22

 

TOTAL TRAINING AND
”4 DEVELOPMENT NEEDS OF
THE ORGANIZATION

L

JOB DESCRIPTION(S)

 

 

 

 

 

 

 

 

 

 

ABILITY, SKILL AND
KNOWLEDGE

A L

DETERMINE OBJECTIVES
BUILD CURRICULUM

l

EVALUATION AND
FEEDBACK

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FIGURE III. PROCESS FOR CURRICULUM
DESIGN AND DEVELOPMENT

23
THE MODEL

Under ideal conditions, a training program is developed through
several stages. Training programs should only be initiated when an
agency identifies a need that can be met through training. Not all
needs can be met through training. It is, therefore, necessary for
the organization to carefully examine the total situation before
deciding to train; for training is both costly and time consuming.
The organization must not think singly on each training program.but
must look at it as a whole and as a means of achieving its goals.
For example, some training needs can be completed on-the-job, while
others could be selected for, during recruitment. To emphasize let
us examine the request at recruitment, that all applicants must
have basic Red Cross certification in first aid skills. With such a
request at recruitment, management-would not need to have on-the-job
training in first aid.

Between the time that the need for training is recognized and
the training curriculum is actually created, there are three very
important developmental steps necessary (Figure III). The first step
is, some form of job description or behaviors the individual is ex-
pected to perform on the job.

For a job in process, the curriculum designer could interview,
observe and carefully analyze what is involved in the performance of
a particular job. However, for a job not in operation, the curriculum
designer must rely on his knowledge of what is expected of the
employee. The designer could also make comparisons with similar
'written job descriptions. When this is the case, careful observation

and evaluation are required upon introduction of the training program,

24
to ensure that the employee is appropriately trained to perform the
duties he is asked to do.

The second step is to identify the needs of the trainee. Simply
stated, needs are the difference between the knowledge and skills the
trainee should have, as identified in the first step and the knowledge
and skills actually possessed (Ivory, 1980). The third step is to
determine the objectives of the training program, that is, to decide
which of the identified needs will be met by the training program.

The various steps outlined in a training design are time cone
suming, and although they do not produce a completed training pro?
gram, they do provide the necessary basis and direction for the cur-
riculum development, implementation and evaluation. Without well
defined objectives based on actual needs that have been carefully
determined, a training program is pointless. Unfortunately, many
' organizations do not provide time for these developmental steps.
Consequently, we often hear managers asking why trained personnel
cannot function adequately in the jobs they were trained for. The
answer is usually in the proper identification of the needs and its
link to on-the-job performance.

The model outlined will be used in subsequent chapters in
developing a curriculum for park warden training in Trinidad and

Tobago.

CHAPTER IV - CURRICULUM.CONSIDERATIONS -
PARK AND RECREATION

THE NEED

The model presented earlier identified need analysis as the
initial step in developing a curriculum. For the purpose of this
thesis no new need analysis will be made; however, the training need
analysis which was done by Thelen and Faizool (1980b), and which has
already been noted will be used. Thelen and Faizool (1980b) have
identified that the most critical area of concern for the management
of a national park system in Trinidad and Tobago will be obtaining
the qualified personnel required to adequately carry out management
and administrative activities. Consequently, they have indicated
the need to train over 300 park wardens.

The next step in the model, in determining the relevant curricu-
lum for training, is the development of an appropriate job description

for a park warden.

JOB DESCRIPTION
Developing a Job Description

Heneman et a1 (1980) identified six methods by which a job
analysis can be accomplished and thereafter be used to determine the
job description of an employee. However, all these methods are
related to jobs already being performed.

To transform a job description from another country on the basis

25'

26

that the job has similar qualities could prove to be dangerous and
erroneous. On the other hand, there must be a starting point from
which to commence the process, hopefully, the tempering of written
job description with practical experience, as well as periodic feed-
back and evaluation as outlined in the model, could result in the
avoidance of possible errors and pitfalls. The approach, therefore,
is to examine in some detail the role of the park warden before .

attempting to propose a job description.

Park Warden Role

Park Wardens are technical level staff who are responsible for
the implementation of programs in the field. While their skills are
often limited, their field level experience is considered by many to
form "the backbone of the park system." They are the men and women
who are "on the line" (Miller, 1980). They work with management and_
planning almost daily, and may at times carry considerable responsi-
bility. Their training must reflect this close relationship with
decisionrmaking.

They require skills related to land reclamation, reforestation,
resource utilization and protection. They are regularly utilized to
assist researchers, planners and other professionals. Systematic
observation of field phenomena, human behavior, and resource use are
some needed techniques that are required in the field. Since the
technicians are generally the personnel with direct contact and come
munication with most people, it is useful to provide them with instruc-
tion in human relations, native peoples and rural sociology.

The technician can also significantly extend ecodevelopment to

27
rural peoples, regardless of his specific duties.' The range of areas
in which he can be effective include: methods for handling waste,
organic and intensive gardening, lowbtechnology energy production,
simple food preservation, minimization and care in the use of chemical
herbicides and pesticides (World Wilflife Fund, 1980). All of which
could be accomplished through appropriate interpretive programs.

Finally, the technician requires a clear conceptual framework,
both to orient his work and to convey to the public the relationship
and interdependence of individuals and the environment.

There is the tendency to prepare technicians as mini-profes-
sionals. In the curriculum of many technician level programs, one
finds a condensation of University career courses. Graduates from
these programs often feel like and are treated like "quasi-profes-
sionals." (There is, therefore, a strong need to develop this tech-

nical level as a career in its own right.

Park Warden - Job Description

The job description as outlined in the United States Dictionary
of Occupational Titles (1977) together with the role described above
was used as a basic guide in developing a job description for park
wardens in Trinidad and Tobago. Table 2 contains a Summary of the

proposed job description.

ABILITY, SKILL AND KNOWLEDGE1

Following the preparation of the job description, each activity

outlined was examined as to the required knowledge, ability and skill

 

1Ability - competence to perform
Skill - A learned power of doing something competently
Knowledge - the fact or condition of being aware of something

28
TABLE 2
A PROPOSED JOB DESCRIPTION FOR PARK
WARDENS IN TRINIDAD AND TOBAGO
enforces laws, regulations and policies in recreation areas and
national parks.
registers vehicles and visitors.
collects fees and charges.

issues parking and use permits.

provides information pertaining to park use, safety requirements
and points of interest.

patrols area to prevent fires, vandalism and theft.

investigates accidents and destruction to the natural resource
or park facilities.

cautions, evicts or apprehends violators of laws and regulations.
directs or participates in first-aid or rescue activities.

supervises workers engaged in construction development and
maintenance of park facilities.

enforces standardsof cleanliness and sanitation within park areas.
compiles specified parksuse and worker statistics.
prepares reports of park area activities.

trains and supervises park workers.

supervises activities of concessionaire within park areas.
determines maintenance needs.

prepares estimates and costs for maintenance and construction
programs.

keeps records.

29

needed. Table 3 outlines the areas of skills, abilities and knowl—

edge that are required to fulfill the function of a park warden.

OBJECTIVES OF THE PARK'S PROGRAM

Based on the expected role of the park warden the following six
objectives were devised to guide in the preparation of a two-year park
warden curriculum at ECIAF:

1. To provide intensive term courses in parks and wildlife
management.

2. To train personnel working in national parks and wildlife
management in Trinidad and Tobago in the skills necessary
. for them to effectively carry out their work.

3. To provide a focal point for coordinating park training
in the Caribbean region.

4. To utilize existing facilities to the extent possible and
.thereby reduce capital and operating costs of the training
facility.

5. To provide a method of concentrating teaching staff avail-
able in the region and effectively utilizing existing
resources.

6. To provide opportunities through class association with
forestry and agriculture students for increased awareness
and cooperation in achieving an integrated approach in
managing the country's natural resources.

CURRICULUM

A careful and systematic examination was made of the Forestry
Program offered at ECIAF (Appendices III and IV) and comparison was
made with the abilities, skills and knowledge required by a park
warden (Table 3), and the following subject matter was determined as
being necessary for a proper park warden training program:

1. Management and administrative techniques.

2. Interpretation in parks and protected areas.

30
TABLE 3

KNOWLEDGE, ABILITY AND SKILL REQUIRED TO FULFILL

Accounting

Administration

Botany, Zoology
and Geology

Ecology

Economics

Interpretation

Law, Policy
and Regulation

Maintenance

THE FUNCTION OF PARK WARDEN

Related to administration.will be certain
budgetary matters. The collection of

fees and review of concessionaires will
require that the park warden be acquainted
with certain accounting procedures.

Overall administrative duties will be the
responsibility of the Administrative
Officer; however, a certain amount of in-
formation and administrative duties will
have to be handled by the park warden.

A basic understanding in these special-
ized fields will not only assist the park
warden in his/her interpretive program
but will help him/her to appreciate and
understand the natural resources that
he/she is working with.

Interpretation and management of the
natural resources would require an
understanding of the ecological aspect
of the unit to be managed.

Allocation and utilization of resources
require some knowledge of basic economics.
The park warden will be required to make
various decisions on resource allocation
and a knowledge of economics will be very
helpful.

The park warden will be required to inter-
pret the values and features of the park,
and present them to the visitor in a clear
and concise manner, which can be under-
stood and appreciated. Knowledge, skill
and ability in interpretive techniques
will therefore be an asset.

Protection of the resources will require
a clear understanding of the laws, poli-
cies and regulations to which the park
warden must be fully acquainted before
he/she could carry out his/her duties.

The proper day to day functioning and up-
keep of the various buildings and facili-
ties of the entire park will be the

31

TABLE 3 (Continued)

responsibility of the park warden.
Knowledge and techniques related to
maintenance will be an asset.

9. Management Management skills will be necessary to
carry out routine day to day operations,
which will involve the integration, co-
ordination and motivation of a variety
of workers.

10. Planning The park planner will be responsible for
overall planning and updating of manage-
ment plans; however, the park warden
will be a key figure in the planning
process. Also in his day to day oper-
ation, the park warden will be required
to do a certain amount of planning.

11. Public Relations Dealing with the public will be a very
important role of the park warden. He/
she will be responsible for drafting and
issuing information to the general pub-
lic, as well as projecting the image of
the park and seeking public support for
programs and activities. Knowledge and
skills in this area will improve the
efficiency of the park warden in getting
his job done.

12. Protection and The park warden will be responsible for
Resource Management the management and protection of park
resources, as well as park visitors.
Skills and knowledge in patrolling,
policies and regulation will be
important.

13. Sociology The park warden will spend a great deal
of his time in the field analyzing park
users, consulting with the public and
other members of staff. Thus, a knowl-
edge of sociology will go a long way in
preparing him to accomplish his job in
a meaningful manner.

32

3. Design and construction of park and recreation facili-
ties.

4. Maintenance of park facilities and equipment.

5. Wildlife and vegetation management techniques.

6. Wildlife and vegetation inventories and research.

7. Training in resource and visitor protection skills,
such as patrolling, public contact, first aid, rescue
and resource management.

81 Law enforcement techniques in parks and recreation.

9. Environmental monitoring in protected areas.

10. Park and protected areas management planning.

11. Planning and management for distinct types of areas
i.e., marine, coastal, tropical forest, etc.

12. Supervision and work programming for park and wildlife _
personnel.

Certain aspects of park and wildlife management such as history,
communication, philosophy and etc. would be introduced and integrated
in all appropriate courses.

Figure IV is a schematic representation of how the park warden
training program could be integrated within the forestry program at
ECIAF. Initially both forestry and park entrants will be required to_
take the same academic courses for three full terms. This will then
be followed by a summer field trip which will orient all students to
the practical aspects of forestry as well as parks and recreation.
Upon completion of the field orientation the students can then elect
for either a forestry or park and recreation option.

After careful consideration of the skills, abilities and knowledge
required by a park warden, and an evaluation of the subject matter

offered at ECIAF, Tables 4 and 5 were developed so as to integrate the

ACADEMIC AND
PRACTICAL

(Three Full
Terms)

PRACTICAL
(Summer Break)

ACADEMIC AND
PRACTICAL

(Three Full
Terms)

33

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Forestry Parks &
Recreation

Diploma Diploma

A AP

Forestry Parks &
Recreation

Specific Specific

Subjects Subjects

 

 

 

 

 

 

  
    

Decision About Which Option to
Pursue

 

Forestry, Parks & Recreation

* Practical
Summer Field Orientation

 

 

 

Ah

 

rSubj ects
specific to
each option,
but some sub-
jects may be
appropriate
LEO bOth.

 

'Each student
to do some
practical
work in each

 

 

Forestry, Parks & Recreation

General

 

 

 

FIGURE IV. ORGANIZATION OF THE PROPOSED

FORESTRY AND PARK AND RECREATION
PROGRAM AT ECIAF

Loption.

Basic sub-
jects com-
mon to both
options.

34

park warden training program.within the present forestry and agricul-
ture curriculum.

Table 4 outlines the subject matter recommended for the first
year for both the park and forestry students, while Table 5 details
the subjects for the second year for the park option. Tables 6A
through 6M are the proposed curriculum for the first year, while
Tables 7A through 7J are the proposed curriculum for the second year
program for the park and recreation option.

Out of a total of 11 courses for the Year-I forestry program
(Appendix III), 10 have been retained and proposed for the park's
program. The course dropped from the recommended park's program is

chemistry. A few changes have been made and they are as follows:

Introduction to Parks and - Course redefined in light of other

Recreation park courses (original curriculum
outline of park's course in
Appendix V). '

First Aid and Emergency - This course has been recommended

Procedures for the Forestry Program but just

entailed a few lectures. No cur-
riculum.was developed. The First
Aid and Emergency Procedures 1-09
curriculum is recommended.

Wildlife Management I - This course basically covered broad
ecological principles, it was,
therefore, redefined as Principles
of Ecology l-lO and relevant eco-
logical matter included (Wildlife
Management I curriculum in Ap-
pendix VI).

Care and Use of Tools - This course was recommended for
the Forestry Program-Year II;
however, no curriculum was
developed. The course has been
redefined as Maintenance of Equip-
ment and is recommended for inclu~
sion in the Year I program for
both park and forestry students.

35
TABLE 4

PROPOSED CURRICULUM.FOR 2-YEAR DIPLOMA
COURSE IN PARK AND RECREATION

YEAR I - PARK AND RECREATION

 

 

 

 

COURSES THEORY PREETIEAL TOTAL
l-Ol Botany 40 60 100
1-02 Soils and 5011 Fertility 2000)1 10 30
1-03 Forest Mensuration 50(60) 50(120) 100
1-04 Forestry Surveying 50 50(60) 100
1-05 Silviculture I 80 120 200
l-06 Dendrology 10 20 ' 30
1-07 Introduction to Park

and Recreation 20 30(20) 50
1-08 Land Management, Soil

and Water Conservation 30 10 40
1-09*First Aid and Emergency

Procedures 10(0) 10 20
l-lO*Principles of Ecology
l-ll*Maintenance of Equipment 8 12 20
1-12*Introductory Economdcs 60 0 60
1-13*Sociology 60 0 60
TOTAL 438 372 810

 

1Hours in original forestry program (-).

*Recommendations for both Year-I forestry and park students.

TABLE 5

36

PROPOSED CURRICULUM FOR Z-YEAR DIPLOMA
COURSE IN PARK AND RECREATION

YEAR II - PARK AND RECREATION

 

 

 

 

HOURS

COURSES THEORY PRACTICAL TOTAL
2-01 Forest Management 90 90 180
2-02 Forest Protection (Fire) 20 30 50
2-03 Administration and Personnel

Management 40 0 40
2-04 Watershed Management 30 40 70
2-05*Wildlife Management - 30 15 45
2-06*Park Policy, Law and

Practices -50 10 60
2-O7*Park Planning 50 4O 90
2-08*Park Area Operation

and Management 90 90 180
2-09*Park Interpretation and

Environmental Education 50 10 6O
2-10*Vehicle and Plant

Engineering 40 60 100
TOTAL 490 385 875

 

*Recommendations

37

Introductory Economics - No economic course was given for
Year I and Introductory Economics
1-12 has been recommended for both
park and forestry options.

Sociology - No sociology course was given for
Year I and Sociology 1-13 has been
recommended for both options.

The curriculum for Botany, Soils and Soil Fertility, Forestry
Mensuration, Forestry Surveying, Silviculture I and Dendrology as
presently being offered to the forestry students, are recommended un-
changed for the park option.

The recommendation for the second year park option consists of 10
courses, four of which are common to the forestry program and six that
are new“proposals. Forest Management, Forest Protection (Fire),
Administration and Personnel Management, and watershed Management are
the four courses recommended from the forestry program, while Park
Policy, Law and Practices, Park Planning, Park Area Operation and
Management, Park Interpretation and Environmental Education, Vehicle
and Plant Engineering and Wildlife Management are the six new courses.

The new courses recommended represent an overall evaluation of the
additional skills, abilities and knowledge needed by park wardens, so-

that they can function more meaningfully in their respective park and

recreation jobs after being trained.

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

38

TABLE 6A
l-Ol: BOTANY
Introduction to Biology & Living Organism
1.1 The seven signs of life
1.2 Comparison of plants and animals
1.3 Introduction to Botany and Zoology

Modern Concepts of the Cell

2.1 Generalized structure of the plant cell and of
the animal cell

2.2 Structure and function of cell components

2.3 Comparison of plant cell and animal cell

Th Process of Mitosis and Meiosis

e
3.1 Details of steps in each process
3 2 Significance of each process and the differences
between the two processes

e Naming and Classification of Plants

4 1 Classification of herbs, shrubs and trees

4.2 Classification of annuals, biennials and perennials
4 3 The "new" classification (principles of taxonomy)

rphology of the Angiosperm
.1 The basic plant plan including structure and function
of root and shoot systems
5 2 The leaf
5.3 The study of the twig - axillary, terminal and
accessory buds; bud scale scars, etc.
4 Apical dominance

Types of Growth and Branching
6.1 Monopodial, sympodial, dichasial and tillering

Modifications of Plant Organs -- roots, stems and leaves
7.1 The significance of these modifications for perennation
and vegetative reproduction.

Plant Organs Used in Vegetative Propagation
8.1 Propagation by stems

8.2 Propagation by leaves

8.3 Propagation by roots

8.4 Budding and grafting

9.0

10.0

11.0
12.0
13.0
14.0

15.0

00090000)
NO‘U'kUNH

E

10.1
10.2

39

TABLE 6A (Continued)

exual Reproduction

The Flower

Pollination

Fertilization

Development of seed and fruit
Classification of fruit

Fruit and seed dispersal
Germination

Internal Organization of the Plant
Types of tissues
Internal structure of root, stem, and leaf

Primary Growth in Stem and Root

Secondary Growth in Dicot Stems and Roots

Origin of Wood Material in Plants

Tree

Growth

Plant Physiology

15.1

15.2
15.3
15.4
15.5
15.6
15.7

Diffusion, osmosis, turgour pressure, plasmolysis
and inhibition

Transpiration

Absorption of water and mineral salts
Photosynthesis

Translocation of solutes

Respiration

Growth regulations

1.0

2.0

3.0

4.0

5.0

6.0

40

TABLE 68

1-02: SOILS AND SOIL FERTILITY

Introduction of Geology

1.1 Geology of the Caribbean
1.2 Properties of rock types
1.3 Weathering and erosion
1.4 Main types of minerals

Soil Formation and Classification

2.1 Factors affecting soil formation
2.2 Soil profiles and horizons

2.3 Soil classifications systems
Physical Properties of Soils

3.1 Soil texture

3.2 Soil structure

3.3 Soil air

3.4 Soil water

0 1 Biology

Soil organisms

Carbon cycle

Nitrogen cycle

Sulphur cycle

Organic matter

Carbon - nitrogen ratio

##1##54-‘(0
O O 0 .0
O‘M4FUNHH

O
H

U'IU'OU'IUIU)
O
J-‘UNI-‘F'

Chemistry .

Chemical properties and structure of silicate
Cation exchange capacity

Soil reaction

Fixation of phosphate, potassium and nitrogen
concentrations in soils

5.5 Introduction to plant nutrition

Soil Fertility

6.1 Nitrogen fertilizers

6.2 Phosphate and potassium fertilizers

6.3 Secondary and micro nutrient fertilizers
6.4 Fertilizer blending

6.5 Modern trends in fertilizer usage

6.6 Fertilizer application

6.7 Lime

6.8 Determination of fertilizer requirements

41
TABLE 6C

1-03: FOREST MENSURATION

1.0 Introduction
1.1 Definition
1.2 Metric system

2.0 Measurement of Diameter and Girth of Standing Trees

2 1 General rules

2 2 Measurement with tapes

2.3 Measurement with calipers-types etc
2 4 Diameter and girth classes

3.0 Bark Thickness

4.0 Measurement of Height of Standing Tree
4.1 Definition
4.2 Height classes
4.3 Principles of height measurements
4.4 Instruments used in height measurements

5.0 Tree Form.and Taper
5.1 Definitions
5.2 Form-factor
5.3 Form quotient

6.0 Volume Measurements of Felled Trees
6.1 Irregular shape
6.2 Round timber

6 3 Volume formulae

6.4 Bark allowance

6 5 Timber measurement tables

6 6 Long rule

7.0 Volume Measurements of Standing Trees
1 Ocular estimates

2 Direct measurements

3 Form factors

4 Form class taper tables

5 Volume tables

7.
7.
7.
7
7.
8.0 Age of a Tree
9.0 Increment of Trees
9.1 Definitions
9.2 CAI and MAI

9.3 Volume increment

10. Stump and Stem Analysis

1.0
2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0
10.0
11.0
12.0
13.0
14.0
15.0
16.0

17.0

42
TABLE 6D

1-04: FOREST SURVEYING

Introduction

Accuracy of Measurements
Scales

3.1 Construction of scales
3.2 Inking and finishing scales
Direction

Instruments

5.1 Field instruments

5.2 Drawing office instruments and equipment
5.3 Issue of equipment
Chaining

6.1 Types of chains

6.2 Methods of chaining
Surveying Procedures

Chain Surveying

Field Book

Prismatic Compass

Measurement of Area

Direct Calculation of Area
Traverse

Levelling

Plane Table Surveying

Map Enlargement and Reduction

Section Drawing

 

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

43
TABLE 6E

1-05: SILVICULTURE I

Introduction

1.1 Definitions

1.2 Significance

1.3 Natural vegetations

1.4 Silviculture in the Caribbean

Factors of Locality

2 1 Plant and its environment
2.2 Climatic factors

2.3 Edaphic factors

2 4 Topographical factors

2 5 Biotic factors

2 6 Quality of a locality

and Growth of Trees

Tree morphology and physiognomy

Canopy stratification

Special physiognomic features in a tropical forest
Flowering and seeding of trees

Growth of a tree

Vegetative reproduction

wuwwuug
O‘UIJ-‘UJNHE

Tree and Crop Physiology

4.1 Water relations

4.2 Food relations

4.3 Height relations

4.4 Gregarious and sporadic species
4.5 Composition of tropical forests
4.6 Succession

4.7 Climax species

Forest Types

5.1 Definition

5.2 Forest types in the Caribbean

5.3 Forest types in Trinidad and Tobago
Regeneration

6.1 Natural regeneration
6.2 Artificial regeneration

Tending
Thinning

Improvement Fellings

1.0

2.0.

3.0

4.0

44
TABLE 6F

1-06: DENDROLOGY

dentification Techniques
1. Uses of photographs

2 Slides

3 Diagrams

4 Herbarium.specimens

5 Fresh materials

6 Contact with experts
7 Text books

h‘h‘h‘h‘h‘h‘h‘hfl

d tification Features
Leaves

Flowers

Fruits

Twigs

Seeds

Bark
Geographic locations and tree form

NNNNNNNH
I O .
N¢U§UNHB

Indigenous Species of the Caribbean

3.1 Caribbean species

3.2 Indigenous species of Trinidad and Tobago
3.3 Exotic species

Herbarium.Techniques
4.1 Field techniques
4.2 Herbarium techniques

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

45
TABLE 66

1-07: INTRODUCTION TO PARK AND RECREATION

Introduction

1.1 History and philosophy of parks and conservation

1.2 World history

1.3 Trends in other countries, especially the Caribbean
area

story and Philosophy of Recreation/Leisure
.1 Definitions, history and philosophies
.2 Recreational activities
.3 Significance of recreation
.4 Current trends
.5 Environmental considerations

.6 Economic considerations

.7 Other factors affecting participation in recreation

NNNNNNNE

Current and Past Status of Conservation and National Parks
in Trinidad and Tobago

3.1 Historical review

3.2 Present and future plans

Policy and Objectives

4.1 Relationship of parks and recreation to overall country
objectives

National policy and objectives

Public participation

Identification of needs

Balancing needs of people with protection of the
resources

4.6 The planning process

##1##
O
U'I#UN

Management and Development

5.1 Objectives

5.2 Boundaries and zoning

5.3 Administration

5.4 Management and programming
Ma gement Programs

na
1 Resource protection and management
.2 Interpretation and visitor use

3 Physical development program

4 Environmental education

5 Site and design analysis

National Park Policies - Trinidad and Tobago

National Park System Plan - Trinidad and Tobago

Problems, Trends and the Future

1.0

2.0

3.07

4.0

5.0

46
TABLE 6H

1-08: LAND MANAGEMENT, SOIL AND
WATER CONSERVATION

Introduction
1.1 Definitions
1.2 Units and measurement

The Resource, Problems and Management Alternatives
2.1 Water resources and water problems

2.2 water resource management

2.3 Approaches to solving water problems

Hydrologic Processes on the Watershed
3.1 Precipitation

2 Infiltration

3 water movement and storage

.4 Water losses; evaporation, interception and transpiration
5 Run off; sources and response

\

Erosion

4.1 Erosion and sedimentation
4.2 The erosion process

4.3 Mass movement

Management for Water Yield Control

Quantity

Regime; principles and control

Quality; erosion and sediment control, timber harvesting
and water quality problems.

\J‘IU‘UI
wNH

47
TABLE 61

1-09: FIRST AID AND EMERGENCY PROCEDURES

1.0 Introduction

1.1

F‘P‘P‘
O O

2
.3
4

2.0

O

#WNHC
H

haaarotovu

3.0 t

mauauauauauauauauac>
u>a>~:a\u:a~oahah*=‘

4.0

h§§b§$bk¢°

F‘P‘P‘h‘°

u:n>h¢c>u>a>~aa~u:a~uahahig‘

##kb

Definitions - first aid and emergency
When to administer first aid treatment
Moving seriously injured person
Administrative and legal implications of
administering first aid

Life and Death Emergencies
Bleeding and hemmsrrhage
Breathing stoppage
Poisoning

Shock

er Emergencies

Burn

Choking

Carbon monoxide poisoning

Diabetic coma and insulin reaction
Snake bite

Electric shock

Head injury

Swallowed object

Gun shot injury

Serious First Aid Situations
eBite - animal, insect, snake
Broken bone
Bruise
Cut and puncture wound
Dislocation
Epiletic seizure
Eye e removing object
Fainting
Fracture
Heat exhaustion
Nose bleed
Splinter
Sprain and strain

5.0 Bandaging

6.0 Medical Supplies

7.0 Special Classes of Medicines

 

 

’0' 3"
r'v " Yaw—w!“ e 4

'Wi"; est-v '

4“

L

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

48

TABLE 6J

1-10: PRINCIPLES OF ECOLOGY

Introduction
1.1 Definitions
1.2 Scope of ecology

Ecosystem

2.1 Concept

2.2 Biological control

2.3 Decomposition in nature

Productivity and Energy

3.1 The energy environment
3.2 Concept of productivity
3.3. Food chains

Limiting Factors

4.1 Concept and laws

4.2 Physical factors of importance as limiting factors
4.3 Ecological indicators

Community

5.1 Definition of biotic community, energy flow and biotic
pyramid .

5.2 Species diversity

5.3 Pattern in communities

5.4 Population dynamics

Species and Individuals in the Ecosystem

6.1 Concept of habitat and ecological niche

6.2 Biological clocks

6.3 Behavioral patterns

6.4 Social behavior

6.5 Climax

6.6 Evolution

Animal Behavior

7.1 Stimuli

7.2 Competition

7.3 Cooperation

7.4 Home range

7.5 Territoriality

7.6 Social hierarchies

Population Dynamics

8.1 What is a population?

8.2 Properties of animal populations

8.3 The carrying capacity concept

8.4 Patterns in population structure and dynamics

8.5 Relation of population dynamic to harvest and to animal control

8.6 Modeling population dynamics

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

49
TABLE 6K

l-ll: MAINTENANCE OF EQUIPMENT

Inventory of Equipment
1.1 Types and numbers

Selecting Maintenance Equipment
2.1 Criteria for selection

Care and Maintenance of Equipment
3.1 Preventive maintenance
3.2 Repair

Repairing Equipment
4.1 workshop vs. contract
4.2 Priority of request

Replacing Equipment
5.1 Criteria
5.2 Budgeting

Equipment Records
6.1 Inventory records

_ 6.2 Operational records

Maintenance Service Center
7.1 Site selection
7.2 Function and facilities

Communication Systems
Equipment and Their Uses
9.1 Forestry

9.2 Park and Recreation
Availability of Equipment

10.1 Sources
10.2 Ordering and purchasing procedures

1.0

2.0

3.0

4.0

5.0

50
TABLE 6L

1-12: INTRODUCTION TO ECONOMICS

Introduction

1.1 Forestry and parks in an economic environment

1.2 Economics and politics

1.3 Market structure and demand: macro and micro economics;
elasticity and revenue

1.4 Production, costs and supply: input-output relationships;
cost, revenues and profit; marginal cost and revenue;
maximization and break even point

1.5 Prices in a "free enterprise" economy; pure competition

and etc.

Production Economics

2.1

2.2

N
I
U)

NNN
O O
O‘UIb

O

a

uauauauaoauauauaz:
aaxa0\u:s~uaaaha

Factors influencing production; interest, discounting,
risk, uncertainty

Marginal analysis and input decisions; iso-curves,
substitutability and applicability

Marginal analysis and output decisions; universality of
principle

Marginal analysis and multiple products

Time and production decisions

Demand, supply and price

-timber Products Economics

Multiple use

Public production and welfare

Benefit/cost analysis

Water and watershed management
Outdoor recreation

Demand for outdoor recreation

Wildlife

Interest rate and conservation

inancial Resources

F

4.1 Financing public services

4.2 Legal aspects of managing public services
Marketing

5.1 Concept

5.2 Problems and Responses

5.3 Implementation of marketing in the public sector

1.0

2.0

3.0
4.0
5.0

6.0

7.0

8.0

9.0
10.0

11.0

51

TABLE 6M

1-13: SOCIOLOGY

Sociology as a Science
1.1 Definition and scope
1.2 Methodology

1.3 Significance

cial Organization
1, The group

2 Norms and values
3 Social control

4 Race and culture
5

6

7

So
2.
2.
2.
2.
2. Institutions

2. Role and status

2. Social stratification, class and caste
Socialization

Attitudes and Behavior

The Family

Collective Behavior

6.1 Conformity

6.2 Crowd behavior

6.3 Mass movements

6.4 Propaganda and rumor

Social Disorganization
7.1 Deviant behavior
7.2 Social problems
Demography

8.1 Population and population trends
8.2 Migration and mobility

Leadership
Social Change

Rural Sociology

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

52
TABLE 7A
2-01: FOREST MANAGEMENT

Introduction

1.1 Definition of management “

1.2 Planning, organizing, staffing, directing, controlling
1.3 Management of forest resources
1.4 Forest ownerships
1.5 Multiple use
Objectives of Management
2.1 Purpose and policy
2.2 Choice of objectives
2.3 Decisions on policy

2.4 Types of forest product

Sustained Yield

3.1 Concept and meaning

3.2 Intermittent yield

3.3 Advantages of sustained yield
3.4 Disadvantages of sustained yield
Normal Forest

4.1 The need for an ideal standard
4.2 Basic factors of normality

4.3 Definition of a normal forest
4.4 Growing stock

4.5 The normal uneven-aged forest

Ro
5.1 Definition

5.2 Standards of maturity
5.3 Types of rotation

5.4 Soil expectation value

Site Quality

Organization of Forest
7.1 Legal
7.2 Administrative

Yield and its Regulation

8.1 Types of yield

8.2 Methods of yield regulation

8.3 General requirements and methods

Forest Working Plan

9.1 Short term vs long term

9.2 Time period of plan

9.3 Operations plan

9.4 Authority and control

9.5 Preliminary working plan reports
9.6 Preparation of working plans

1.0

2.0

3.0

4.0

5.0

6.0

7.0

53

TABLE 7B

2-02: FOREST PROTECTION (FIRE)

Causes of Forest Fires

1.1 Lightning

1.2 Spontaneous combustion - heat from.me1ting, sulphur
and phosphorus, natural gas

1 3 Bottles - magnifying glass effect‘

1.4 Man - deliberate vs. carelessness

Effect of Fire

2 1 Killing of trees/forests

2 2 Reduction of growth

2.3 Soil damage -

2 4 Damage to wildlife habitat

2 5 Increase in insect attack

2 6 Alteration of species composition - fire climax vegetation

Types of Fire

3.1 Surface

3.2 Crown

3.3 Ground

3.4 Early season

3.5 Late season

As essment of Fire Hazard

s
4 1 Type of forest crop

4 2 Type of ground vegetation ‘

4.3 Climate - humidity, wind, days since last rain, etc.
4 4 Human population density and activities

4 5 Topography

Prevention of Forest Fires
5.1 Early burning
5.2 Prepared and natural fire breaks

etection

1 Fire towers

.2 Helicopters and light aeroplanes
3 Radios ‘

4 Patrols

uppression

.1 Back-pack pumps

.2 Mechanical pumps

.3 Water tanks

.4 Fire beaters/brooms
.5 Fire tracing

.6 Water bombers

.7 Early warning

.8 Immediate containment

NVNNNVNNW

7.9
7.10
7.11
7.12

54
TABLE 7B (Continued)

Swift suppression
Frontal attack
Flank attack
Distant fire line

8.0 General Rules for Fire Fighting

9.0

8.1

O O O O C
GNOUI§UIN

aaaaaaa>d>a>a>

Speed in reporting

Efficiency in fighting - good pre-planning

Calmness and silence at all times

Avoidance of unnecessary danger

Safety of men and equipment

Efficiency and adequate administrative arrangements
Good publicity

Good liaison with police, Fire Services, etc.

Conclusion

9.1
9.2

Public participation
Brief recap

1.0

2.0

3.0

4.0

5.0

6.0

7.0

55

TABLE 7C

2-03: »ADMINISTRATION AND PERSONNEL MANAGEMENT

Introduction
1.1 Definition of Forest Administration
1.2 Sub-divisions of forest administration

Organization of Forest Service with Special Reference to
United Kingdom, Europe, India and the Commonwealth Caribbean

Classification of ForestService Staff
3.1 Monthly and daily paid
3.2 Duties of different categories of Forest Officers

Status of Daily Paid Employees (Trinidad and Tobago)

Discussions and Relevant Definitions of Industrial Relations

Act and Memorandum of Agreement for Government Daily Paid Werkers
5.1 Disciplinary action

5.2 Grievance procedure

J b Communications

6.1 Questioning skills

6 2 Listening skills

6 3 Barriers to communication

Theory of Organizations

7.1 Types of organizations

7.2 Leadership styles

7.3 Behavior and roles of employees and supervisors

7.44 Motivation ‘

7.5 Psychological job contract and induction into the
organization

7.6 Performance appraisal - inspection reports, confidential
staff reports, etc.

1.0

2.0

3.0

4.0

5.0
6.0

7.0

8.0

9.0

10.0

11.0

12.0

13.0
14.0

15.0

56
TABLE 7D

2-04: WATERSHED MANAGEMENT

Introduction
1.1 Definition of terms used in watershed management
1.2 Atmospheric moisture

Precipitation Process

Water Losses

3.1 Interception

.2 Evaporation

.3 Transpiration

.4 Comparison of vegetative types

WWW

S 11 Water Relation

4 1 Soil as a reservoir

4.2 The role of organic matter
4 3 Ground water movement

4 4 Storage

Runroff and Stream.Flow
Erosion and Sedimentation

Floods and Droughts
7.1 Effects of forests

Watershed Behavior
8.1 Influence of the forests

Watershed Morphology and Significance

Management for Water Yield
10.1 Vegetative control
10.2 Structural control

Management for Stream Flow Regime

Management for Water Quality
12.1 Physical pollution

12.2 Chemical pollution

12.3 Biological pollution

12.4 Land-use and water quality
12.5 Water quality standards

Watershed Rehabilitation
Caroni River Basin Study

Special Management Considerations
15.1 Agriculture, recreation, wildlife and multiple use

57

TABLE 7E

2-05: WILDLIFE MANAGEMENT

1.0 Wildlife as a Resource
1.1 The status of wildlife in the Caribbean
1.2 The status of wildlife in Trinidad and Tobago
1.3 Wildlife values
1.4 Wildlife as a natural resource
1.5 Objectives and philosophy of wildlife management
2.0 i dlife Habitat

l
1 Food, cover, water roosting areas
2 The carrying capacity concepts

3 Control systems

4 Habitat identification

5 Habitat improvement

3.0 Field Studies

3 1 General plan for a study

3 2 Inventory and censusing

3.3 Criteria of determining sex and age
3 4 Yield determination '

3 5 Food habits

4.0 Resource Utilization and Economic Aspects
4.1 Ways of utilizing wildlife resources
4.2 Hunting: sports and control
4.3 Cropping: decisions and operations
4.4 Live animal trade - capturing, care, transportation,

legislation, feeding, acclimatization and releasing
procedures

4 5 Wildlife captivity

4.6 Threatened and endangered species

5.0 Diseases and Parasites
5.1 Field detection: antimortem and postmortem
5.2 Caution and methods of control

6.0 Use of Wildlife Equipment and Tools

7.0 Functions of Park and Wildlife wardens

1.0

2.0
3.0

4.0

5.0
6.0

7.0

8.0

9.0

10.0

11.0

58
TABLE 7F

2-06: PARK, POLICY, LAW AND PRACTICES

Introduction

1 1 Definition of policy

1 2 Reasons for a policy

1.3 Factors influencing policy formulation
1 4 General park policies

1 5 Park policy of the Caribbean

1 6 Park policy of Trinidad and Tobago

Definition of Law
Nature and Language of the Law

The Judicial System
4.1 Types of laws
4.2 Types of courts

Civil and Criminal Procedure
Rights and Privileges

National Wildlife, Conservation and Protected Areas
Ordinances

Interpretation of Sections of Related Legislation

Investigation and Preparation of Cases
9.1 Anti-poaching and patrolling techniques
9.2 Investigation techniques and effecting arrests
9.3 Recording statements
9.4 Treatment and care of exhibits
9.5 Arrests: definition and how made
9.6 Institution of proceedings; charge and complaint
9.7 Charges: definition, purpose and content
Prosecution of Cases

10.1 Court procedure outline

10.2 Outline of facts

10.3 Examination of witnesses

10.4 Presentation of documents and exhibits
10.5 Cross examination of witnesses _
10.6 Summing up

10.7 Appeals

Law of Evidence and Procedure

11.1 Meaning of evidence

11.2 Relevancy and admissibility of facts
11.3 Opinion evidence

11.4 Previous convictions

59
TABLE 7F (Continued)

11.5 Burden of proof
11.6 Hearsay rule

12.0 Intensive Study of Particular Conservation Laws Relevant
to Trinidad and Tobago

13.0 General Examination of Other Legislation Bearing on
Conservation Activities in Trinidad and Tobago

 

1.0

2.0

3.0

4.0

5.0

60
TABLE 7G

2-07: PARK PLANNING

Introduction

1.1
1.2
1.3

H
k

E?»

NNNNNNN
O
Namkle-‘o

Definitions of planning

Why plan

Relationships of recreation planning to
broader planning efforts ‘
Master, comprehensive and site planning

Planning Process

Identification of the system
Determination of goals and objectives
Data collection

Generation of alternatives
Evaluation of alternatives

Selection and implementation
Monitoring

Planning for the Major Components of the Park

3.1
3.2
3.3

Resource conservation
Visitor use
Development .

The System Plan Concept

Components of the Master Plan

5.1

Site and design analysis

Resource protection and management programs
Development plan

Research and monitoring

Interpretation program

Visitor use program

Maintenance program

 

1.0

2.0

3.0

4.0

5.0

61
TABLE 7H

2-08: PARK.AREA OPERATION AND MANAGEMENT

Maintenance Principles

1.1 The role of the park unit

1.2 Maintenance and operation

1.3 Principles of maintenance management

lanning the Maintenance Program
Facility and equipment inventory
Task identification
Task scheduling and planning

, Maintenance cost and control .

P
2
2
2
2
2 Budget preparation

UIJ-‘UNH

9

Cause:uaoa
Owa~uahaFIm

Maintenance Program
Building and facility maintenance
General outdoor maintenance
Grounds and trail maintenance
Equipment maintenance
Maintenance and the public

W
p.
I!

W
3
r1
(0
E
(D
p...-

Personnel manual
Understanding personnel
Communication

Employee safety
Personnel evaluation

b§b§k
C
UlbUNH

if

UIUIUIUIUIUI
O\U1&~C3NDP*F-

ntenance Techniques
Pruning
Fertilizing
Insect and disease control
Mowing
Transplanting shrubs and trees
Erosion control

 

62
TABLE 7I

2-09: PARK INTERPRETATION AND ENVIRONMENTAL EDUCATION

1.0 Park Interpretation Process

2.0

3.0

4.0

1.1 Definition of interpretation

2 People and interpretation

3 The interpretive plan

4 Management of the interpretive program

Techniques of Interpretation
Information duty

Conducted activities

The interpretive talk
Living.interpretation

Use of audio devices

Signs and labels
Publications

Self-guided tours

Exhibits

5’

\OWNOM‘Ple-‘G

NNNNNNNNN
0.

SP

3 1 Off-site interpretation
3 2 Buildings, structures and other facilities
3.3 Photography
3 4 Marine interpretation

3 5 Problems: vandalism and depreciative behavior

nvironmental Education Process

1 Definition

2 Techniques of transmission

3 How to influence environmental perception

4 Schools and environmental education

5 Conservation clubs

6 Population trends and problems in environmental issues

1.0
2.0

3.0

4.0

5.0

6.0
7.0
8.0
9.0
10.0

11.0

12.0

13.0

14.0

Gene

Desc

63
TABLE 7J

2-10: VEHICLE AND PLANT ENGINEERING

ral Introduction

ription and Recognition of Systems

Mechanical Parts

3.1
3.2
3.3

bdF”
one?

59

UNI-‘0

UIUIUI

The brake
The clutch
The gear system

Fuel System

The carbureator

The injection system

Airflow and air cleaning mechanisms

Electrical System
The battery

The distributor
The starter

The water System

The Oil System

Serv

icing and Servicing Schedules

Heavy Equipment

Ligh

weld
11.1
11.2
11.3

werk

Park
13.1
13.2

werk
14.1
14.2
14.3
14.4
14.5

14.6
14.7
14.8
14.9

t Equipment

ing Concepts
Brazing and soldering
Electric-arc and oxy-acetylene
Selection of welding system

Shop Equipment

Management Equipment
Types

Uses

Shop Management

When and how to order: lead time, reorder point
Holding and ordering costs

Buffer stock

Record keeping

Preventive maintenance

Planned maintenance

Spare parts

Improving maintenance

Causes of breakdowns and how to prevent them

CHAPTER V - SUMMARY

The government of Trinidad and Tobago has identified many
natural areas within the islands as warranting special management
to ensure that the nation's unique and significant natural.resources
are protected and most effectively used for the people of the
country. The identification of'natural areas for protection and
preservation has closely been followed by the establishment of man-
agement and protection activities within some areas. Present manage-
ment activities call for an array of professional and technical level
staff to adequately protect and manage the 61 units that are antici-
pated to comprise the system of national parks and equivalent reserves
within the country.

At the present time, the administration is utilizing both pro-
fessional and technical staff from the already poorly staffed
Forestry Division to carry out management programs in certain areas.
This measure is temporary. Thus, there is an urgent need to train
both professional and technical level staff. The need to train pro-
fessional level staff is adequately handled by scholarships and other
similar aids to students for study overseas in countries like Canada
and USA. Similar training programs for the technical level staff are
not only costly but are limited to only a few institutes within the

region where programs are presented in Spanish.

64

65

‘Thelen and Faizool (1980b), in their proposal for a system of
national parks and equivalent reserves, identified the need to train
over 300 park.wardens in Trinidad and Tobago to satisfactorily manage
the 61 park units recommended for protection and preservation in the
country.

Presently, the government of Trinidad and Tobago does not have
a training program for park wardens; however, a closely related pro-
gram.is offered in the field of agriculture and forestry at Centeno,
Trinidad in the Eastern Caribbean Institute of Agriculture and A
Forestry (ECIAF). Most of the subject matter presently being offered
is applicable for the training of park wardens. Teaching facilities,
dormitory space, etc. appear adequate at ECIAF for the moment to
accommodate a new park warden program; however, appropriate staffing
will be needed. .

In order to determine the additional skills, abilities and
knowledge required in the overall program, a careful and thorough
examination was made of the job requirements of a park warden, as
well as the present potential of the courses presently being offered
to the forestry and agriculture students. The deficit, in terms of
what is needed by the park warden to effectively administer his/her
duties and that offered in the present program, was determdned. This
deficit was then transformed into appropriate curriculum materials
for a complete park warden training program at ECIAF.

It was recommended that initially both forestry and park entrants
take the same academic courses for three terms (one school year).
This could then be followed by a summer field trip, which will orient

all students to the practical aspects of forestry, as well as park

66

and recreation. Upon completion of the field orientation the students
can then elect for either a forestry or park and recreation option.
While course work in the final year is specific in certain subject
matter, some courses are relevant to both the forestry and park option.

The recommendation for the first year program amounts to a total
of 13 courses. The original first year forestry program consisted of
11 courses, 10 of which have been retained and proposed for both the
forestry and park option. The course dropped from the original group
was chemistry. The three new courses proposed are; Introductory
Economics, Sociology and Maintenance of Equipment. In light of other
courses being presented Introduction to Parks and Recreation and Wild-
life Management I have been redefined. Relevant curriculum content
for each course has also been proposed.

The forestry second year option contains 10 courses, four of
which have been recommended for inclusion in the park's program for
the second year students. These courses are Forest Management,

Forest Protection (Fire), Administration and Personnel Management,

and watershed Management. The subject matter of these courses are
recommended without any changes. The six new courses proposed are;
Park Policy, Law and Practices, Park Planning, Park Area Operation and
' Management, Park Interpretation and Environmental Education, Vehicle
and Plant Engineering and Wildlife Management.

It is expected that the scope of the courses recommended would
provide adequate training capabilities for the park wardens; however,
because of the static nature in the development of the curriculum it
is strongly recommended as proposed in the curriculum model that

periodic evaluation be made to ascertain that curriculum content is

67
closely linked to the job functions of the park wardens as required
in the field. If discrepancies are found the relevant changes should
be implemented immediately to ensure proper and effective training

of the technical level park and recreation personnel.

APPENDIX I

68
APPENDIX I

EASTERN CARIBBEAN INSTITUTE OF AGRICULTURE AND FORESTRY
CURRICULUM - 2-YEAR DIPLOMA COURSE IN AGRICULTURE

YEAR I - AGRICULTURE

 

 

 

 

HOURS

COURSES . THEORY PRACTICAL TOTAL
Botany 54 33 87
Zoology ° 54 33 87
Introduction to Animal Husbandry 72 - 72
Soils and $011 Fertility 42 24 66
Poultry 4O 20 60
Vegetable Production 42 16 58
Food Crops 36 18 54
Soil & water Conservation

and Land Management 30 18 48
Introduction to Crop Production 48 -- 48
Surveying 18 24 42
Irrigation & Drainage 24 12 36
Agricultural Engineering I 18 18 36
Agricultural Botany (Economy Botany

Plant Propagation) 18 18 36
Agricultural Zoology 20 4 24
Sociology 24 - 24
Small Stock 12 0 12
Chemistry 60 40 100
Introductory Genetics 20 - 20
English and Report Writing

(Tutorial) 20 - 20
TOTAL 620 278 930

 

APPENDIX II

69
APPENDIX II
EASTERN CARIBBEAN INSTITUTE FOR AGRICULTURE

AND FORESTRY CURRICULUM -2- YEAR DIPLOMA COURSE
IN AGRICULTURE

 

YEAR II - AGRICULTURE

 

 

 

HOURS
COURSES THEORY PRACTICAL TOTAL
Farm Management 72 48 120
Agricultural Engineering II & III 48 12 60
Extension Methods _ 54 I 18 72
Dairy Cattle Management 44 16 60
Animal Health 36 - 36
Crop Production 30 - 30
Coffee and Cocao 20 10 30
Sugar-cane ' 20 4 24
Miscellaneous Fruits 24 - 24
Miscellaneous Crops 24 - 24
Pasture Management 20 4 24
Pig Husbandry 40 10 50
Citrus 20 0 20
Bananas 20 5 25
Beef Cattle Management 12 - 12
Agriculture 10 2 12

 

TOTAL 494 129 623

 

APPENDIX III

70
APPENDIX III

EASTERN CARIBBEAN INSTITUTE OF AGRICULTURE AND
FORESTRY CURRICULUM -2- YEAR DIPLOMA COURSE IN FORESTRY

YEAR I - FORESTRY

 

 

 

 

COURSES THEORY PREggIgAL ‘ TOTAL
Botany* ' 40 60 100
Soils and Soil Fertility* 30 10 40
Forest Mensuration 60 120 180
Forestry Surveying 50 60 110
Silviculture I 80 120 200
Dendrology 10 20 30
Introduction to Parks and

Recreation 20 20 4O
Wildlife Management I 20 20 40
Land Management Soil and ,

water Conservationfi 30 10 40
Chemistry (Tutorial)* 20 - 20
First Aid - 10 10
TOTAL 360 450 810

 

*Common Courses taught to Agriculture and Forestry Students.

APPENDIX IV

71
APPENDIX IV
EASTERN CARIBBEAN INSTITUTE OF AGRICULTURE AND
FORESTRY CURRICULUM -2- YEAR DIPLOMA COURSE IN
FORESTRY

YEAR II - FORESTRY

 

 

 

COURSES THEORY PRgggIgAL TOTAL
Forest Management 90 90 180
Silviculture II 90 90 180
Forest Policy and Law 20 0 \ 20
Recreation Management 25 20 45
Wildlife Management II 30 15 45
Forest Protection (Fire) 20 30 50
watershed Management 30 4O 70
Administration and Personnel

Management 40 - 40
Forest Engineering 30 30 60
Forest Utilization 30 30 60
Research Practices 10 10 20
Care and Use of Tools 8 12 20

 

TOTAL 370 460 830

 

APPENDIX V

1.0

2.0

3.0

4.0

5.0

6.0

7.0

72
APPENDIX V

INTRODUCTION TO PARKS AND RECREATION
(Original Course Curriculum)

Introduction to National Parks and Recreation
1.1 Course content
1.2 Administrative aspects

History and Philosophy of Parks and Conservation
2.1 werld history
2.2 Significant development in other countries

History and Philosophy of Recreation
3 1 Meaning of recreation

3 2 Recreational activities

3.3 Current trends

3 4 Environmental considerations

3 5 Economic considerations

Current and Past Status of Conservation and National
Parks in Trinidad and Tobago

4.1 Historical review

4.2 Present and future plans

Principles of Parks Planning
5.1 Development of the plan

Environmental Education

ark Management Programs
Meaning of interpretation
Interpretive techniques
Communication

Facility site planning
Design and construction
Visitor management
Leadership

First aid techniques

GNO‘UUJ-‘UNH

P
7
7
7
7
7
7
7
7

APPENDIX VI

1.0

2.0

3.0

4.0

5.0

73
APPENDIX VI

WILDLIFE MANAGEMENT I

Wildlife Management Principles
1.1 Ecological basis

Hunting

Refuges

Carrying capacity
Interpersion

Predator cdntrol
Artificial stocking
Habitat improvement
Territories

F‘h‘h‘k‘h‘h‘h‘h‘
¢>a>\JO\UI¢~h)h>

Animal Behavior
2 l Stimuli

2 2 Competition
2.3 Cooperation
2 4 Home range

2 5 Territoriality

2 6 Social hierarchies

ulationvDynamics
What is a population?

Elements of population dynamics

The carrying capacity concept

Patterns in population structure and dynamics

Relation of population dynamic to harvest and to animal
control

3.6 Modeling population dynamics

WWUWU’U
U'IJ-‘WNH'U

opulation and Harvest Surveys
1 Complete counts
2 Sample area counts
.3 Trend counts
.4 Population estimates based on marking animals

5 Harvest estimates

6 Population estimates based on harvest estimates

Estimates
5.1 Estimates of kinds, ages, sexes of animals harvested
5.2 Predation principles and problems

REFERENCE LITERATURE

REFERENCE LITERATURE

Brown, C. B. and G. S. Bally. 1966. Land Capability Survey of
Trinidad and Tobago. No. 3 - Soils of the Northern Range of
Trinidad. Caribbean Printers Limited, Trinidad.

Brown, C. B. and G. S. Bally. 1968. Land Capability Survey of
Trinidad and Tobago. No. 5 - Soils of South Trinidad. Orbit
Offset Printers, Trinidad.

Brown, C. B. and G. S. Bally. 1970. Land Capability Survey of
Trinidad and Tobago. No. 4 - Soils of Central Trinidad,
Government Printer, Trinidad and Tobago.

CAIIE. 1977. Report of the Meeting on Regional Cooperation in the
Management of Central American Natural Areas. Held at the Altos
de Campana National Park, Panama, Turrialba, Costa Rica.

CIT. 1976. Primera Reunion del Comité Intergubernamental Tennico
para la Proteccidn y Manejo de la Flora y Fauna Amazdnica.
Inquitos, Peru, 28 June - 2 July, 1976.

College of African Wildlife Management. 1977. Syllabus for the
Certificate and Diploma Courses. Mweka, Tanzania.

FAO. 1967. Proceedings XeMeeting of the Latin American Forestry
Commission, Port of Spain, Trinidad and Tobago. Rome, Italy.

Forestry Division/OAS Project on the Establishment of a System of
National Parks and Protected Areas. 1979. Management and
Development Plan; Caroni Swamp National Park. Forestry Divi-
sion, Ministry of Agriculture, Lands and Fisheries, Port of
Spain, Trinidad.

Heneman III, H. G., D. P. Schwab, J. A. Fossum and L. D. Dyer. 1980.
Personnel/Human Resource Management. R. D. Irwin, Inc., Illinois.

Ivory. C. 1980. First Aid for the Curriculum Writer, Training and
Development Journal, March 1980, pp. 44-47.

 

Lincoln College. 1981. Diploma Courses. University College of
Agriculture, Canterbury. New Zealand.

Miller, K. R. 1980. Planning National Parks for Ecodevelopment.
Institute de la Caza Fotografica y Ciencias de la Naturaleza
Centro Iberamericano de Cooperacion. Madrid, Spain.

74

75

Organization of American States. 1978. Final Report. Technical
Meeting on Education and Training for the Administration of
National Parks, Wildlife Reserves and Other Protected Areas.
Regional Scientific Technological Development Program, OAS.
September, 25-29, 1978. Merida, Venezuela.

Popoola, A. 1981. The Administrative Problems of Park Development
in Nigeria. Parks and Recreation, London, Vol. 46, No. 1,
pp. 26-27.

Reynolds, J. A. and M. N. Hormachea. 1976., Public Recreation
Administration. Reston Publishing Co., Inc.

Thelen, K. D. and S. Faizool. 1980a. Policy for the Establishment and
Management of a National Park System in Trinidad and Tobago.
Forestry Division, Ministry of Agriculture, Lands and Fisheries,
P.O.S., Trinidad.

Thelen, K. D. and S. Faizool. 1980b. Plan for a System of National
Parks and Other Protected Areas in Trinidad and Tobago. Forestry
Division, Ministry of Agriculture, Lands and Fisheries, P.O.S.,
Trinidad. 7

Town and Country Planning Division, 1978. Planning for Development:
National Physical Development Plan for Trinidad and Tobago.
Vol. No. 1. Survey and Analysis (Draft). Ministry of Finance
(Planning and Development).

Town and Country Planning Division, 1978. Planning for Development:
National Physical Development Plan for Trinidad and Tobago.
Vol. 2. Strategies and Proposals (Draft). Ministry of Finance
(Planning and Development).

Warwick, D. 1975. Curriculum Structure and Design. University of
London Press Ltd., London.

Wexley, K. N. and G. P. Latham. 1981. Developing and Training Human=
Resources in Organizations.~ Scott, Foresman and Co., Illinois.

Wildlife Conservation Committee. 1979. The Wildlife Sanctuaries of
Trinidad and Tobago. Ministry of Agriculture, Lands and
Fisheries, P.0.S., Trinidad.

World Wilflife Fund - US. 1980. Strategy for Training in Natural
Resources and Environment. World Wildlife Fund/US. washington
D.C.

U.S. Employment Service. 1977. Dictionary of Occupational Titles.
U.S. Department of Labor, Employment and Training Administration.
U.S. Employment Service.

USNPS. 1972. Second World Conference on National Parks, Yellowstone
and Grand Teton National Parks, 18-27 September 1972. IUCN,
Merges, Switzerland. '

 

"IWNWMEAIEWAAWAMTT