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close this bookAppropriate Community Technology - A Training Manual (Peace Corps; 1982; 685 pages)
View the documentThe Farallones Institute Rural Center
View the documentCHP International, INC.
View the documentPreface
View the documentAcknowledgments
View the documentIntroduction
Open this folder and view contentsPhase I: Introduction to training
Open this folder and view contentsPhase II: Earthen construction and fuel-saving cookstoves
close this folderPhase III: Pedal/treadle power
View the documentPhase III Calendar
View the documentSession 1. Maternal and child health: part 1
View the documentSession 2. The path of the sun
View the documentSession 3. Introduction to pedal/treadle power
View the documentSession 4. Design considerations for pedal/treadle power
View the documentSession 5. Classical mechanics: principles of pedal/treadle power
View the documentSession 6. Use of appropriate aids to communication
View the documentSession 7. Maternal and child health: part 2
View the documentSession 8. Part one: familiarization with materials and tools
View the documentSession 8. Part two: familiarization with the bicycle
View the documentSession 9. Introduction to design considerations
View the documentSession 10. Presentation of designs
View the documentSession 11. Construction of pedal/treadle-powered devices
View the documentSession 12. Blacksmithing and metalwork
View the documentSession 13. Appropriate technologies for health
View the documentSession 14. Case studies in community health
View the documentSession 15. Preparation for pedal/treadle presentations* *
View the documentSession 16. Heat transfer
View the documentSession 17. The role of the volunteer in development: international development part 1: the green revolution: successes and failures
View the documentSession 18. Presentation of pedal/treadle-power devices
View the documentSession 19. Volunteers in development part one. women in development
View the documentSession 20. Mid-program evaluation part one : program evaluation
Open this folder and view contentsPhase IV: Solar water heaters
Open this folder and view contentsPhase V: Solar agricultural dryers
Open this folder and view contentsPhase VI: Concluding the program: The energy fair
Open this folder and view contentsAppendices

Session 17. The role of the volunteer in development: international development part 1: the green revolution: successes and failures

Total time:

2 hours

Trainer Notes

"The Green Revolution: Successes and Failures" is a two-part activity. (Part 1 is Phase III: Session 17 and Part 2 is Phase IV: Session 1.) Part 1 introduces participants to issues and resource materials related to the transfer of technology in developing countries. In Part 2, participants debate the effectiveness of various methods of technology transfer.

The two sessions should be held on two successive days to allow sufficient time for preparation.


To identify and discuss issues involved in the transfer and development of technology


* Lappe and Collins, Food First, pp. 121-177
* Rodale, Organic Gardening and Farming "The Greening of the Green Revolution," pp. 23(7): 34-40
* Int. Institute of Tropical Agriculture, "Sowing the Green Revolution"
* Brush, Natural History, "Farming the Edge of the Andes," pp. 86(5) 32+
* Franke, Natural History, "Miracle Seeds and Shattered Dreams in Java," pp. 83(4) 10-12
* Gussow, The Feeding Web, pp. 395 - 399

Trainer Notes

* The resources cited above provide contrasting perspectives on issues relating to technology transfer.

* Other, more current, or area-specific resources can be used. If you decide to use other resources, it is important that they provide participants with contrasting or contrary views regarding the effectiveness of the Green Revolution as a development strategy.

* Before the session, make enough copies of the resources for all of the participants.

Step 1. (10 minutes)
Explain the objectives of the session by giving a short talk on past and present patterns of technology transfer and development in international development.

Trainer Notes

A suggested resource for developing this orientation is:

Warpeha, Paul, Perceptions of Technology: A Study of the Iluman Project, NTIS, Washington, D.C., 1979, Introduction.

Step 2. (10 minutes)
Review and explain the session procedures.

Step 3. (30 minutes)
Distribute the reading materials and allow the participants time to review them.

Step 4. (20 minutes)
Have the participants join one of three groups, explaining that in the up-coming debate:

Group #1 will take a position supporting the Green Revolution.
Group #2 will oppose the Green Revolution.
Group #3 will present possible alternative strategies for agricultural development programs.

Trainer Notes

As the participants select their groups, list their names on posted newsprint.

Step 5. (20 minutes)
Explain the debate procedures as outlined in Phase IV: Session I.

Trainer Notes

In order to follow debate procedure, it will be necessary for someone to serve as moderator with the responsibility of keeping time and maintaining the flow. If one of the participants has had debate experience, he/she should be asked to serve as moderator.

Brief the moderator thoroughly regarding the importance of following the debate procedures. Ask him/her to explain the basic ground rules for debate to the other participants.

Step 6. (30 minutes)
Explain that the groups should use this time to develop their debate strategies.

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