Aquaculture Technical, Vocational and Entrepreneurship Training for Improved Private Sector and Smallholder Skills Project

Title: NRDC Aquaculture Diploma Staff Manual for NRDC The Institute of Aquaculture, University of Stirling, Scotland, UK. Authors: Martyn Haines, and William Leschen Correspondence Email [email protected] May 2019

www.aqua.stir.ac.uk March 2019

NRDC Aquaculture Diploma Staff Manual for NRDC

The purpose of this manual

This manual has been produced as a part of the WorldFish Center (WFC) Aquaculture Technical, Vocational and Entrepreneurship Training for Improved Private Sector and Smallholder Skills Project funded through NORAD, in order to support the delivery of the revised curricula programmes at NRDC including an upgraded curricula which more effectively addresses the new and up and coming demands of both the nascent and now growing commercial aquaculture sector and changing government ministry needs in Zambia for well trained, practically skilled and competent staff for the future. This manual is designed to be used in several different ways:

1) As a tool and framework to support the leadership and management for continuous Quality Improvement (QI) of the course as a whole and the curricula itself by the Head of Department.

2) As a support to new staff within their induction period, to ensure they adopt professional practices for the delivery and assessment of a fit for purpose, practical vocational curriculum from the outset.

3) To support the ongoing development of existing staff, as they adopt new practices to deliver the revised modules within a more vocationally orientated programme.

The manual refers to the term “Learners” throughout. This is a generic term which for this manual primarily includes college-based students, but also can be also referring to in wider terms other learners, including those on farms who may not necessarily attend college, but that the NRDC staff may engage with and support them in their learning.

This manual is presented in three sections as described below:

Chapter 1 Quality Management (Quality Assurance and Improvement)

Chapter 2 Delivery

Teaching and

Learning

Chapter 3 Guidance for more specialised Aquaculture Modules

(Teaching and assessment)

Glossary of terms

Acronym Term Notes

Assessment The definition of the evidence that learners need to generate, evidence (held within the IA), including the type and amount. The requirements instruction to learners must be documented and in their terms.

Course planner The documented definition of the modules contained within a course the staff involved in the delivery and QA of each

Instruments of The documented description of the activity that learners must IA Assessment undertake to provide evidence of achieving the LO and the criteria they must satisfy to meet the standards required.

IV Internal The process of checking that Instruments of assessment are Verification devised to meet module standards and assessment judgements are fairly and consistently applied.

QA Quality Assurance The process of ensuring that the mandatory standards within course modules are upheld during course delivery

QI Quality The process of ensuring that quality assurance and self- Improvement evaluation are used systematically to improve the quality of the course incrementally and create a ‘quality culture’.

Learners Those undertaking Vocational Education, including college-based students, learners on farms and those studying at home.

Learning A definition of what the learner must demonstrate that know, LO Objective understand or can do, as a result of the learning and/or training.

Module delivery A discrete plan for each module showing how and by whom each plans learning objective will be taught, assessed and internally verified.

Module The documented and approved statement of standards (learning descriptor objectives) and guidance to teaching and assessment.

Contents

The purpose of this manual………………………………………………………………… 2

Glossary of Terms………………………………………………………………………………. 3

Chapter 1 Quality Management…………………………………………………………. 5

Chapter 2 Delivery of Teaching and Learning…………………………………….. 14

Chapter 3 Module specific guidance for delivery and assessment……… 24

Appendix 1 – Department of Fisheries Proposed Revised NRDC Diploma 38

Appendix 2 – Aquaculture Module descriptors…………………………………... 39

Chapter 1 Quality Management

The institutions’ Quality Assurance (QA) processes for its courses should provide performance data and objective feedback that can drive a culture of continuous Quality Improvement (QI). Each member of the teaching team , led by their Head of Department with the oversight of the institutions Curriculum Manager, each have vital roles to play, which are defined in the table below.

Within a positive QI culture, the “learner voice” is heard responded to by the course teaching team, and individual academic staff should take responsibility for their own personal development priorities, supported by their line manager (Department Head) and their institution. The active involvement of industry offers huge advantages and is worthy of investment.

The course delivery team

The delivery of a high-quality vocational course requires a teaching team with a range of skills and experience to perform many important roles referred to throughout this manual. Commonly, individual staff will perform several (multiple) roles within course delivery and collaborate with learners to improve quality.

These are summarised below and referred to throughout Chapter 1

Role Role Definition

Assessor (a) Knowledge and understanding Lecturer responsible for the development of Instruments of Assessment and the assessment of learners (b) Practical skills Instructor or lecturer responsible for the assessment of the practical skill- based objectives assigned to them within the module delivery plan

In both cases assessors must satisfy themselves that learners have presented sufficient evidence to satisfy the standards as defined in the module descriptor

College Curriculum /Quality Responsible quality management and internal compliance at Manager college and departmental level. Provides the interface with external ‘regulatory agencies’ to ensure college systems comply.

Course leader Responsible for course coordination and ensuring all modules are taught, assessed and internally verified according to the responsibilities defined within the Course Planner.

Head of Department Responsible for curriculum development, Quality Assurance (QA) and the development of staff at departmental level.

Instructor Responsible for practical skills instruction to meet the requirements of the learning objectives assigned to them

Internal Verifier Responsible for checking that the Instruments of assessment are appropriate to assessment evidence requirements, as defined by the learning objective and that the judgements assessors make

are fair, consistent and aligned to the learning objective level and standards.

Lecturer Responsible for teaching the module according to the module delivery plan and helping learners to understand the subject.

Module Leader Responsible for coordinating the planning and delivery of the assigned module(s), according to the module delivery plan(s)

Quality Officer Administration of QA including surveys and the analysis of assessment performance data which is then provided to course teaching teams

Students Course Elected by the students at the beginning of each year - representative Responsible for representing the course views on all aspects of the learners’ experience. They will meet periodically with the teaching team to discuss and resolve issues. Should feel free to approach and meet teaching staff primarily the Course Director on regular basis to bring forward any student concerns or issues

The key features of Quality Management (QA and QI) are:

1) Assessment performance analysis

The performance of learners within continuous and final assessment can be used to determine performance indicators and trends for each module.

Assessment performance data analysis can include grade scores for any case study or project work, examination grades and the results of the assessment of practical competence by teaching staff and industry as well as the final overall grade for the module.

The analysis of current performance in relation to the previous 3-5 years allows positive or negative trends to be recognised.

2) Capturing and responding to the ‘Learner Voice’ – Student feedback Engendering a culture of feedback

Learners can provide feedback on their ‘learning experience’ in a range of ways, including; one to one tutorials, module review meetings, individual automated questionnaire surveys and meetings each semester with elected course representatives. The involvement of learners in these activities, is itself a learning experience, that can benefit their employability skills longer term. Also there should be a working culture within the college where this feedback is actively encouraged.

In addition, some of the most useful insights to the course from a learner perspective will come from informal communication that is not a part of the formal QA process. If tutors maintain a closer and supportive relationship with learners, a lot can be revealed that tutors can then feed into the review process helping better to interpret the more ‘formal’

feedback. However it is stressed that this more informal vocal feedback between staff and students should in some way be recorded in writing and dated by the staff, even if this is in summarised note or bullet point form. So that in the event of any further disputes or issues the staff member can clearly refer to a written and dated text record. Staff should always be aware of any potential issues where what they have said to students may be misreported or misrepresented and therefore have a clear written record of what they consider to be important issues or conversations with individual students.

These various information sources can then be fed into the annual Course Self Evaluation process. However, it is important to be responsive to the learner voice and provide them feedback on what can be changed and when. In order to ensure that learners’ see real value in the process and to secure their ongoing commitment to it, there needs to be some improvements that will promptly impact on their experience, as opposed to ‘short fixing problems’ for the benefit of the next year’s intake.

It is recommended that at the end of each year during and after the exam process an External Examiner is employed in dual roles (Excuse us if you already have a person in this first role below). Firstly to monitor the whole exam process itself for quality assurance. But also after the exams are finished in a specially arranged informal meeting to engage with the students (learners) on their own without any college staff present, in order to get their feedback in a relaxed environment where the students feel free to talk. This allows students to speak more freely than some might otherwise do when meeting the teaching team. The students should also be encouraged to speak about what they think was positive and good about the course, and also to put forward constructively any improvements they think that would make the course and learning process better in future. The person selected must be trusted and have integrity in the eyes of both the learners and staff, and be able to summarise and report both positive as well as negative issues back to the Department Head or college curriculum manager.

3) Industry and government voice

It is also invaluable to the development of positive relationships with industry/ private sector as well as government ministry levels to periodically survey their opinions. Surveys can be distributed to all employers providing student work placements as well as the wider industry and relevant government departments. Questions can be devised to determine the employers’ views on learners and graduates, as well as gather their opinion of the curriculum and its delivery. Here also they should be able to comment on alumni students’ performance and work ethic once they have gone into specific jobs and employment, as well as then suggesting ways that their performance and employability can be improved by modest and relatively simple changes in the course.

4) Self-Evaluation by the course delivery team

Self-evaluation of course delivery by the teaching team can be informed in several ways. Information on the learner experience derived from the learner voice (see above) and information from the teaching team, are the central and most reliable sources of information. In addition, it can be advantageous to gather information from those employers providing internships who will have an insight to the learner’s skills, knowledge

and understanding and attitude to work. This can be achieved through the surveys referred to above (3).

By using the current curriculum change as a stimulus, a joint ‘College/Industry/Govt Advisory Group’ should be established and meet annually to build stronger relationships between the college and the private and public sectors. However, incentives to ensure the continuity of attendance by industry and govt may be needed and could have a financial cost. An Advisory Group meeting could be combined with a tour of the college facilities, presentations on the course by staff and potentially students or an open day. Including former graduates on the Industry Advisory Group is a great benefit in developing close industry relationships and commitment to the college. The group itself doesnt need to be more than 5-6 in number, and meetings can as above sit and meet at minimal cost at the colleges themselves.

Employers are likely to hold valuable opinions on the course curricular content and its relevance to both their farm operation and industry, as well as for example in extension services within the government ministeries. They can advise on any changes required in the future to reflect employers needs and trends, including, changes in technology and husbandry practices, as well as monitoring and regulation of new economically important fish disease pathogens. This will lead to a stronger partnership and a more positive and productive working relationship with employers, helping to raise the profile and status of the course and its graduates with the government sector as well as commercial farm companies, as the industry grows. Within this partnership the use of guest presenters and speakers from private and govt sectors involved within the course should be encouraged and developed to engender ownership and pride in the course and the college itself.

The self-evaluation process should be formalised (in terms of a clear well written protocol) at course level, driven by an annual review meeting led by the course tutor or Departmental Head. A written operational, ‘step by step’ protocol for self-evaluation at course level is required by all Department Heads and Course tutors and should be developed at college level by the Curriculum Manager.

The main components of the annual self-evaluation report at course level are as follows:

Action Responsibility: By whom A A report on self-evaluation progress with the previous Course tutor or actions for improvement at course and college level. Departmental Head

B An ongoing analysis of learners’ assessment performance Quality Officer and trend analysis (3-5 years) for each module and the course. C Quantitative feedback on the ‘learner experience’ to gauge Quality Officer their level of satisfaction according to specified quality criteria. The criteria may include; relevance of course content support to learners, teaching effectiveness and resources to support delivery.

An automated on-line survey system can readily gather and College IT Dept Staff analyse data centrally, in response to anonymised learner member set up online returns. survey(s) and process to collate and record survey data – so that it can then go on to be analysed for key important trends. D Quantitative feedback from industry derived from digital Led by Course Tutor or surveys and qualitative feedback from the Advisory Group Departmental Head meetings. E An objective and well-informed evaluation of the course’s Teaching team led by strengths and successes and how they have impacted on the Course Tutor or learner experience. Departmental Head

This may lead to recognition of some good practice for sharing more widely within the department and college.

F A documented objective evaluation of the ‘areas for Led by Course Tutor or improvement’ with actions for improvement that nominate Departmental Head the person(s) responsible and the deadline for action.

Self-evaluation culminates in a ‘time bound’ action plan with specific activities – including written reports - for improvement which is used to guide course and college developments over the following year. Some actions will be owned at course level within the control of the Departmental Head and teaching team These ‘actions’ and activities should be kept live and ongoing in departmental meetings during the following year, gauging progress towards implementation and asking the specific team member responsible for each action to report progress to the team.

Other actions should be escalated to college level for approval, if they include issues beyond the authority of the Departmental Head, and/or have a college resource implication.

Self-Evaluation process and cycle

Report on progress

with previous actions for improvement

Learners Feedback Annual Course Industry Feedback

and performance Evaluation Meeting Surveys and Advisory group (By teaching team)

Annual Course Evaluation Report

(By Departmental Head)

College Course level actions College level actions Curriculum for improvement for improvement Manager

Ongoing Monitoring progress with actions in Departmental meetings (monthly)

5) Continued Professional Development (CPD)

It should also be part of the teaching team’s ethos to expect individual academic staff to self- evaluate their own performance and anticipate their personal development needs in order to continuously improve their teaching practices, performance and/or technical knowledge. Any college level incentives that help to promote professionalism, such as the provision of improved prospects for career progression, should be encouraged.

4.1 Informal

This can be undertaken in the context of their current or future role through a range of informal and voluntary activities that can support teacher self-evaluation, initiated by academic staff:

 Gathering feedback from learners on the delivery of a specific module.

At the end of a module, either through a questionnaire and/or group discussion, specific feedback can be gathered by the staff member on the learner’s experience. This can be comprehensive or focussed. The teacher may want to focus on specific aspects to teaching and learning, introduced for the first time, to gauge their value.

Generally, it helps to ask learners specific questions, once they have had the opportunity to provide an overview and voice issues of real concern. The process can be automated and anonymised using technology and incentivised if you wish with simple activities like a ‘prize draw’.

 Gathering feedback from learners on the delivery of a specific lesson

This can be a powerful self-evaluation and self-improvement tool, as it is implemented when the experience remains fresh in the learner’s mind. It also can provide an indication of the range of ‘preferred learning styles’ in a group. This can vary radically year to year and can have a profound impact on what works well and what doesn’t work.

It is advisable to provide learners the opportunity to evaluate their own learning style using a well- known and respected system, such as ‘Honey and Mumford’ which categorises learning styles as activists, reflectors, pragmatists and theorists. It is valuable for learners to determine whether they have a dominant style or a more ‘balanced’ approach towards learning, and useful for tutors to know the spread of learning styles within a group when lesson planning.

See below UK University of Leicester description for more details on Honey and Mumford available from the web and illustrated on page 9. https://www2.le.ac.uk/departments/doctoralcollege/training/eresources/teaching/theories/honey- mumford

Due to the variable nature of individual learning styles, it is better to find ways that focus more on observation of the learning as opposed to the teaching. For example, a simple unannounced ‘formative assessment’ at the end of a lesson can help both the learners and teacher to see if the key learning objectives (outcomes) have been achieved.

 Teaching and Team review

It is conducive to the establishment of a positive quality culture to encourage a degree of team teaching and peer observation. It is possible to make peer observation a formal component of the

QA system, in which case the recorded observations could also inform individual academic staff appraisals (See 4.2 below).

Alternatively, peer observations of the teaching practices of colleagues can be encouraged within the context of informal peer support, alongside team teaching, when the management of the class is shared, allowing different activities to run in parallel, or a learning activity to be managed collaboratively.

 Illustration of Honey and Mumford learning styles Sharing good practices

Providing the time and encouragement of staff to identify and share with their peers teaching and learning practices that worked well, particularly if they are new and innovative, is an important role of the Departmental Head. An annual event to ‘showcase’ within the department can be established, once staff have been encouraged to overcome their natural self-consciousness regarding the ‘declaration of their successes’ in teaching and learning. It helps to conduct this exercise within a relaxed environment, for example an ‘away day’ for staff at a pleasant location can help to encourage staff to be more open and also something they can look forward to each year.

4.2 Formal

The QA and self-evaluation system can provide the Departmental Head information on learner performance and satisfaction which can be traced back to module level. This allows them to raise any issues and concerns with a module with the module teaching team and/or individual staff responsible for its delivery.

If an active and positive approach is taken to staff development informally in the ways described above (See 4.1), this can inform productive discussions between academic staff and their Departmental Head, regarding their Continual Professional Development (CPD) priorities.

The Annual Appraisal is a useful mechanism for formalising the personal development plans for an academic staff member whilst making the case to college senior managers for the time and resources required. It is also an opportunity for Departmental Heads to address any staff under- performance that has gone unrecognised within the self-evaluation and CPD process.

Summary and overview

A positive quality improvement culture supported by a clear focussed infrastructure leads to teaching teams and academic staff dedicated to improving the learners experience and outcomes. It is created by balancing QA mechanisms that provide management information and involving staff and learners in the improvement of the learning experience, collaboratively, to an agreed timescale.

Chapter 2 Delivery of Teaching and Learning

1. Aquaculture course overview

The course is modularised, with an indicative time allocation for teaching theoretical and practical skills within each module and an assessment strategy.

Some modules are shared with other NRDC Diploma courses, and where possible, all efforts should be made to contextualise case studies and learning activities within ‘generic’ subject areas such as business studies, to suit aquaculture. This will increase relevance and therefore student motivation.

Vocational education is built on the premise that courses are designed to develop the, knowledge, understanding, skills and attitudes of learners at the level appropriate to a specified role and occupation, that learners plan to enter on graduating.

Vocational courses are made up of modules that provide the correct balance of knowledge, understanding and skill development to achieve the Qualifications stated purpose.

The Qualifications purpose can be expressed in occupational terms, such as:

“To provide learners the knowledge and skills necessary to competently complete all fish husbandry tasks on commercial fish production hatchery or on-growing unit in Zambia”.

Or alternatively;

“To provide learners the knowledge and skills required necessary to managing a commercial fish production hatchery or on-growing unit in Zambia”.

A clear, unambiguous and honest ‘purpose statement’ provides course leaders and the institutions senior managers a ‘moral compass’, as this is what learners need to believe in and work towards achieving.

Modules are presented in the correct sequence and can be integrated during delivery to support effective learner progression. For example, subjects such as ‘Fish Taxonomy’ in the first year and the Aquatic Environment and Water Characteristics in the second year, provide the scientific knowledge upon which aquaculture practices are founded later on in the course.

Each module is composed of learning outcomes that define what the learners can do as a result of successfully completing a module.

1.1 Understanding the module descriptor

The NRDC module descriptor, as described below, are a series of sub headings within each module which define the mandatory standards that all teachers and assessors need to comply with and guidance for delivery.

The components of an NRDC module descriptor are described below:

Component Function

1 Pre-requisites The qualifications, skills or prior learning required by learners to be able to address the module.

2 Aim statement A brief summary of the overall purpose of the module in terms of the knowledge and skills developed and the subject context.

3 Introduction An overview of the module including a more comprehensive description of the subject context and approaches to delivery.

4 Objectives Mandatory learning outcomes, resulting from the satisfactory completion of the module, that determine the assessment process; including, knowledge, understanding and skills.

5 Subject context Statements describing the module content and the scope of the subjects within, to be used as a guide to the lecturer.

6 Practical A description of those aspects of the module that are delivered through practical activity.

7 Assessment Guidance on how the knowledge and understanding and practical skills are to be assessed

The objectives, practical and assessment statements are mandatory elements of the module descriptor and determine the design of the assessment instruments and process. The subject context is advisory and included to help guide the teacher regarding the range and scope of subjects to be taught.

1.2 The importance of the ‘Active Verb’

The mandatory objectives within each module descriptor are central to standard setting within a vocational curriculum, as they define precisely what the learner should be able to do on completion of the module which must be ‘evidenced’ through the assessment process.

Therefore, the interpretation of the active verb is the key to determining the nature of the outcome, which may be cognitive, or performance based (practical).

An understanding of the use of ‘Blooms Taxonomy’ within learning objectives (outcomes) is essential to lesson and assessment planning.

For example these active action verbs below:

 State  Describe Increasing difficulty and complexity  Explain  Evaluate

These are all active verbs indicative of the task and have been placed on a scale of increasing difficulty.

The application of Blooms Taxonomy to teaching and learning is fully described by Terry Heick ‘Teachthought below: https://www.teachthought.com/learning/what-is-blooms-taxonomy-a-definition-for-teachers/

The ‘active verb’ within a learning outcome must be appropriate to the competence required by the occupation and occupational level being targeted. It must be upheld with the assessment process and subjected to QA via Internal Verification.

Well written and defined objectives (Learning outcomes) that are upheld are the foundations to a high-quality vocational curriculum.

1.3 Assessment process

Every module will have:

 a module leader,  nominated lecturers and assessors,  and nominated assessor(s) and Internal Verifiers proposed by the course tutor and approved by the Department Head before the start of each academic year. These roles can be changed with the approval of the Department Head during the year if necessary. (See role definitions on page 3)

The assessment strategy will include continuous assessment of the learners/students throughout the module, as well as final assessment, often in the form of an invigilated written exam.

1.3.1 Assessment

The assessment is devised by the Assessor, with guidance from the Lead tutor, to address the modules objectives (learning outcomes), leading to the creation of a clearly documented written document:

‘Instrument of Assessment’ which describes:

the nature of assessment process, the ‘assessment evidence’ the learner must provide and associated marking schemes and clear’ jargon free’ instructions (in numbered steps or bullet points) of the assessment task that the learner can follow and work to.

Learners will be given clear guidance regarding the assessment requirements for each module and adequate notice of each assessment to allow them to prepare.

Closed book assessments of knowledge and understanding will be invigilated, and learners will have a right to a second attempt, if they do not fully satisfy all criteria at the first attempt. A third attempt at any assessment can only be made at the discretion of the course tutor.

Integrated assessment that straddles more than one learning objective and integrates across modules is good practice. It encourages holistic thinking and safeguards against the danger of ‘over assessing’ learners with a plethora of discrete assessments, leading to a more meaningful and coherent course.

1.3.2 Plagiarism

For written assessment based on ‘open tasks’ that are not invigilated and may be individual or tackled as a group-based activity, the NRDC plagiarism policy and procedures will be applied, whenever an assessor has reason to believe that a learners’ work may not be their own.

Directly copying text from an unreferenced source, or another learner, to make it appear as if the learner had originated the text, are the commonest causes of plagiarism that the NRDC policy safeguards against.

To safeguard against unintentional plagiarism, learners will be taught right at the beginning of the course during their induction how to correctly reference information found online or in textbooks, and will be given a copy of the NRDC policy on plagiarism clearly explaining the penalty system. It will also be clearly explained to the students/learners at the onset of each course, the serious implications for them individually if they are “caught” plagiarising others work as their own. Within the course this will not be acceptable. And any student who repeatedly continues with this practice after initial warnings risks being removed from the course.

1.3.3 Internal Verification

The Internal Verification (IV) of assessment is an essential aspect of standardisation, that when applied correctly, bolsters departmental teamwork.

Every module has a nominated Internal Verifier or Verifiers, who are not directly involved in the assessment process but are qualified regarding the subject area and have enough teaching and assessment experience to undertake the role reliably.

The nominated Verifier must provide documented evidence that the proposed Assessment satisfied the module standards (learning objectives) regarding subject content, nature of assessment and level.

Every assessment must be internally verified before use, with documented evidence provided of the date of verification. In addition, the verifier should sample the assessment results and any judgements of competence and any marks awarded by the assessor to ensure that the module

17 standards are being upheld. Internal Verification is undertaken according to a planned sampling regime.

2 Delivery methods

2.3 Knowledge and understanding

The learners’ knowledge and understanding can be developed in a range of different ways and programmes should use a variety of methods within a balanced delivery strategy to allow for different learning styles and preferences.

‘Constructivist theories’ of teaching and learning have been very influential latterly and assume that learners are not ‘empty vessels’ waiting to be filled with knowledge. The underlying premise is that learners all have experiences to which they can relate new knowledge and deepen their understanding, if an appropriate blend of teaching methods are deployed.

In the context of aquaculture vocational education, the more experience that learners have had both before and during their studies, in the form of farm visits and internships, the more appropriate ‘active learning approaches’ designed to reveal and build on their existing knowledge, become. Students should be encouraged to firstly be aware of the experiences and skillsets of their fellow students, and secondly to talk about them and learn from them.

This so called “Facilitated Peer Learning” is a valuable approach when there are a significant number of learners with experience.

2.1.1 Lectures

Lecturing is the traditional ‘input based’ delivery mode dominant within Higher Education. Often seen as ‘didactic’ with learners treated as ‘empty or partially empty vessels’ to be instructed and filled with knowledge rote or parrot fashion. Many educationists would argue that this approach can be contrary to ‘constructivist’ theory. However, it can be and is an appropriate and effective method for those with limited prior knowledge, when well executed and used alongside other more active styles of learning.

A lecture can be an enjoyable, relevant and stimulating learning experience, leading to high knowledge retention and conceptual understanding if it is delivered in the correct way by the lecturer also allowing learners to ask questions either during or at the end of the lecture if they are not clear on the subject material and learning outcomes. Conversely it can be dull, lacking in relevance and adding very little to the recipient’s understanding if delivered in the wrong manner – and in a manner which does not encourage the learners to question what they see and hear presented to them. Most lectures fall somewhere between these diametrically opposed extremes.

The larger the group in a lecture situation, the less the opportunity for interaction and the greater the dependency on learners to show the maturity and motivation needed to engage. Some learners develop very effective strategies for learning in this situation. Their listening and comprehension skills are accurate, well developed and they are very good information receivers. In practical terms, active note taking during lectures and the re-organisation of information, follow up reading and supplementary note taking, are relatively high-level skills essential to this form of learning. The diligent learner does this of their own volition, but the majority need more coaching and consolidation activities. This may include formative assessments before, during or after lectures, and the integration of other more active and complementary approaches.

Helping learners to develop the necessary learning and study skills is time very well spent and an essential element of their induction.

There is a wealth of guidance for the professional lecturer to learn from, as well as professional development programmes and qualifications. Coupled with encouraging feedback from learners and responding (see the self-evaluation approaches referred to in 4.1), all lecturers can strive to improve their personal performance, incrementally.

2.1.2 Seminars

Seminars provide the opportunity for a facilitated dialogue between learners and their tutor. Technology allows this type of managed group learning activity to continue in real time when learners do not share the same location. This can offer an effective alternative within a blended learning programme, when the opportunities for face to face communication are limited.

Typically, a seminar is placed within a sequence of other learning activities, including lectures, case study and set reading. It may follow a series of lectures, with the emphasis on encouraging learners to ask questions within a ‘safe’ small group situation. Alternatively, there may be questions from the tutor, designed to test learners understanding derived from the lectures, and/or to stimulate discussion and debate. Whatever the aim, seminars should be planned, knowing their intention, and the learners prepared so as they know what to expect and how to prepare themselves.

Expectations must be managed.

2.1.3 Group based learning

Every opportunity for group-based learning should be taken within a programme by design. As learning is a social activity and a lot can be gained by learners when working with their peers in a ‘safe’ group situation when communication is encouraged. Group based learning activities can be applied successfully to cognitive as well as practical tasks. However, problem solving activities that require a range of options to be explored and evaluated, leading to the choice of a preferred option, do work particularly well.

The appropriate size of group depends on the nature of the learning activity. There is an optimum, as too few learners can lead to a ‘low energy’ group lacking diversity, and a paucity of ideas, whereas too large a group can encourage the reticent learners to be passive and dis-engaged, whilst the more confident dominate. Tutor facilitation and the creation of incentives for individual engagement are often essential.

It is possible to include a structured process for core skills development within the programme that is ongoing, and includes, communication, leadership and initiative. If formally evaluated, core skills development can be ‘credit bearing’, based on observations made following a specific activity, or extended time period by peers and/or tutors. This approach normally deters learners from passive non-engagement, as it ‘raises the stakes’, acting as a motivator. If this is the intention, the assessment process used to evaluate core skills must be well designed and explained to the learners within their induction.

Group activities can be categorised as follows:

(a) Tutor-led

Typically, many activities are designed and facilitated by the tutor, who will introduce the task and the parameters for the activity to learners. The aims and objectives should be made clear, in terms of the skills to be developed and learning outcomes gained from the activity, or if sequential and progressive, the series of activities.

The activity or task may be relatively structured and prescribed, which is advisable when working with inexperienced learners, or more open to interpretation and exploration, which can work well for more mature and experienced learners. If the latter, clarity regarding the objectives is essential to avoid the risk of the group losing energy, direction and motivation. A careful and continual oversight by the tutor as facilitator can help to avoid this.

Group based learning can provide learners the opportunity for ‘role play’ within the boundaries of the task or activity. With a tutor led activity, roles will normally be assigned and often rotated. This is an important tool for teaching learners to better understand and think of the views and opinions of others, perhaps of whom they don’t necessarily agree with.

(b) Self-managed

Self-managed groups that do not require regular tutor intervention can work well with the more mature and experienced learners. However, they do require individual roles to be assigned, including task leader. This task can be undertaken by the group itself, democratically, or orchestrated by the tutor. Both approaches have merit according to the group make up and experience, the activity and circumstances.

Problem solving is a very good group learning activity, but it does require learners who have a reasonable degree of knowledge and experience in relation to the problem that they are presented with. Alternatively, problem solving group activities can be set up spontaneously, establishing an ‘ad- hoc’ group to address the ‘real problems’ as and when they arise within a practical task.

Problems that are more cognitive in nature, can be presented by the tutor to improve the learners’ general approach to problem solving, introducing techniques, such as brainstorming to draw as many ideas from the group as possible for consideration. If learners have a limited knowledge of the subject, it is important to include an investigative stage, whereby learners can research topics, via textbooks, and or the internet, in effect integrating ‘student centred study’.

Learners can gain invaluable experience in presentations using technology, such as power-point, and using flip charts that can be transported for use in any situation in the absence of technology. These important communication core skills should be developed throughout the course incrementally and formally assessed if possible, as they have a major bearing on future employability within a range of occupations and roles.

(d) Participatory methods

These are particularly relevant to the government ministry and also private sector extension professional staff. And whilst these are essentially methodologies developed for gathering data in research and extension, they are important tools which can also be used within a progressive teaching environment with students. There are a whole portfolio of different participatory methods which can be used either with whole communities, groups or individuals which we will not list here in this manual. However some of the more common generic terms include PRA Participatory Rural Appraisal, RRA Rapid Rural Appraisal and within which more specific tools like Problem Ranking,

Semi structured interviews, Focus Groups, Seasonal calenders, mind mapping. Under different contexts these can be used very effectively successfully in vocational college teaching practices. For further details on participatory methods please see: http://www.fao.org/3/w3241e/w3241e09.htm http://www.fao.org/3/w2352e/W2352E00.htm

2.1.4 Student centred study

Student centred study includes a wide range of activities from the relatively informal, to more planned and structured formal activities that can be ‘credit bearing’.

(a) Directed reading

Reading lists are commonly provided to learners at the start of their course, encouraging them to read more widely. The recommended texts can also be aligned to specific modules, and or tasks within modules, which can help learners when preparing for a subject specific seminar, or case study work. The advent of information available through the internet widens access to specialist information considerably. However, it is important that all recommended web-based resources have been fully vetted, and it is good practice to provide students a summary of each, in terms of its content and relevance to the programme. For the college and students learning experience the importance of the library being well stocked with up to date and relevant publications cannot be over estimated enough.

(b) Case Studies

A well-designed case study is an ideal way to encourage learners to apply their knowledge across a range of topics within a module, or a range of modules to encourage the application of core skills to aquaculture. They can be short and focussed or comprehensive and progressive in nature, with each new phase dependant on the completion of the previous phase.

Business studies and management modules lend themselves well to the case study approach as with some development, case studies can be delivered entirely in the context of aquaculture, whilst satisfying the objectives within the business studies and/or management modules. It is encouraged that each new academic year the course director identifies at least one “new” commercial farm or company, or other organisation within the value chain in Zambia, and then allocates the development and writing of this case study to a different member of staff each year. As the years go by these Zambian case studies will build as important teaching and learning resources for the students. In writing such case studies co authorship with staff from the private companies themselves should be sought and encouraged.

There are many relevant on-line resources that learners can access including subscription and following of social networks. However, it is also possible for them to waste time reading poor quality

21 content, or worse still incorrect information. It is essential that they are made aware of these dangers during their induction and encouraged to search, find and read unvetted on-line information, critically.

The provision of online learning resources that have been pre-vetted by tutors is invaluable. This can be provided as an integral element of a lecture, or within project or case study instructions, directing learners to known resources that have been validated.

Finally, a specific interactive online learning program in Tilapia production will be made available to learners and integrated within the delivery of the aquaculture modules.

2.2 Practical skills

There are several ways that learners can develop their practical skills whilst at college and out in placements with industry.

2.2.2 Practical instruction

Practical skills instruction is a very important aspect of any vocational programme and an essential aspect of skills development and the preparation of the learner for the workplace. It does require adequate facilities and equipment for instruction to occur in small groups (8-12), which is the ideal.

If group sizes must be increased due to resource constraints it is important to ensure the opportunity for hands on activity and training is rotated. To keep learners meaningfully engaged whilst they are awaiting their turn, the introduction of a peer review process can be useful, especially if the task has been demonstrated previously.

Approaches to wards the planning and delivery of instruction are illustrated more fully by the Food and Agricultural Organisation (FAO) (http://www.fao.org/3/w8088e/w8088e03.htm)

2.2.3 College farm duties

The college fish hatchery and on-growing facilities are a central resource for practical skills development and should fully involve learners in all aspects of their operation. This could include all aspects of fish feeding and husbandry, site maintenance and monitoring, stock record keeping and production planning.

The establishment of rota for routine maintenance monitoring and husbandry is an ideal way to introduce learners to the daily realities of farming fish and to start developing the disciplines, responsibilities and attitudes required by industry.

In addition, the college fish farming facility can be utilised for non-routine trials, to include feeding and pond fertilisation regimes, some of which could be conducted in partnership with industry and/or feed suppliers. If well run and overseen by a lecturer, such trials could be used to strengthen the industry partnership and raise the college’s credibility with the leading fish production and feed supply companies.

In the best-case scenario, this can lead to external investment in farm facilities and/or resources, or semi-commercialisation, producing stock for sale to commercial farms. The income earning capacity of the hatchery and other specific on-site college facilities should be carefully examined and a business model including cost benefit and cash flows produced.

2.2.4 Work placements/Internships

Internships are a golden opportunity for learners, employers and the college as they strengthen relationships and raise the college’s profile within industry and ministry sectors. However, they must be carefully selected, well managed, and their success is dependent on detailed planning and ongoing communication between all parties. In the worst-case scenario, an internship can be little more than repetitive slave labour, whereby the learner gains little in the way of new knowledge or skills.

Ideally, there needs to be a variety of tasks undertaken for which the learner has been prepared. The learners’ college farm experience can be related to internship opportunities, allowing them to transfer and apply the knowledge and basic practical skills, within a ‘scaled up’ commercial farm. Detailed planning, good timing and honesty is needed for all parties to be satisfied. The college needs to be open regarding the learners’ experience and abilities, and employer realistic regarding the experience they can offer, including; the range of specific activities, tasks, level of training and supervision, and the learner performance monitoring and feedback that they commit to provide.

Internships that culminate at the end of the students placement in them producing a documented report to a set format and are ‘credit bearing’ are of the most value, as they are more visible and help the learner to build their CV and focus their efforts on those areas that they most need to strengthen to improve their employment prospects. The inclusion of the student also doing a daily diary style online blog including informative well illustrated photographs and short videos can support the process and encourage peer learning through shared experiences. It helps if well- defined feedback recording systems are devised and provided that are as ‘employer friendly’ as possible, but also meaningful to learners and their tutors.

2.2.5 Field trips

Focussed field trips can add a lot of additional breadth and depth to the delivery of aquaculture modules. There are several factors to bear in mind that can add value.

(a) Linkage to the work placement program

It is ideal for learners to have visited the farms and met some of the staff before they undertake their work placement. A field trip to visit the largest and most active employers within the work placement programme can help to facilitate the building of awareness and the management of the expectations by both parties, learner and employer.

(b) Integral to investigative case study

An investigative aquaculture case study is brought to life if it includes a visit to the farm that is the subject of the study. If the farm can provide some farm information and real time production data, the value is greater still, or better still as above one of the farm staff members is involved in or co- author of the case study itself.

Chapter 3 Module specific guidance for delivery and assessment

Proposed approaches to the delivery of each of the new Aquaculture modules are given below for each specific objective (learning outcome). The pedagogy relating to each approach is covered in more depth in Section 2 and not been re-iterated.

This is advisory, as opposed to mandatory. Teaching teams should be encouraged to adapt these approaches, and/or add new ones and share proven good practice.

For ease of reference, the introduction to each module has been included, to provide the context within which the learning objectives are to be delivered.

The timing of module delivery is indicated in Appendix 1 NRDC Aquaculture Program content.

1. Aquaculture systems and fish production facilities

1.1 Context

This unit is delivered in the context of Zambian aquaculture systems, including extensive, semi intensive and intensive regimes and the range of holding units and farm designs available, including earth ponds, raceways, tanks and cages.

The unit aims to develop the learners’ knowledge and understanding of alternative farm designs, with the emphasis on the pond farming systems central to fish production in Zambia. The wide range of factors that influence farmed species selection are explored, including; market acceptance, environmental requirements, fish growth rates, disease susceptibility and tolerance of intensification. The advantages of the integration of aquaculture with other land-based food production systems are highlighted.

By surveying potential farm sites, including; levelling (gradients) and soil type analysis, mapping, farm design and planning activities, learners develop a deeper appreciation of the conditions required for the establishment of a successful pond-based aquaculture system.

The process of engagement with regulators, development options appraisal business planning and budgeting, required prior to committing to an aquaculture site development are addressed within the Project Management and Entrepreneurship modules in the third year. This Module addresses with the practicalities of site development.

1.2 Suggested teaching and learning approaches

By the end of the Course Students should be able to:

(i) Differentiate between alternative levels of aquaculture intensification

This can be delivered through a combination of inputs from tutors in the form of lectures, seminars field visits and learner centred investigation, building on the introduction to aquaculture provided in year 1 in the context of ‘Zambian Fisheries’

The spectrum of aquaculture intensification, from low input extensive systems, through to semi - intensive and intensive, should be defined with reference to the inputs, technology and management practices associated with each level. By referring to global examples to illustrate these concepts, learners will appreciate the wider possibilities, as opposed to being limited to the Zambian

25 aquaculture experience. The aim would be to develop a more enquiring approach towards aquaculture practices, helping them to ‘push the boundaries’ on entering the emerging Zambian industry, following graduation.

Small group seminars could be held, setting learners a ‘challenge question’ to investigate in preparation, and asking each to study an example of aquaculture from another African country, or further afield at a defined level of intensification (extensive, semi-intensive or intensive). They could consider whether the aquaculture system could be viable in Zambia, now and in the future, providing reasons for and against. This view could then be discussed and challenged by other students who have studied the same examples.

This type of seminar activity would be most effective later in the module, once learners have visited farms and have some knowledge of the Zambian aquaculture reality. This could be gained from field trips and farm-based experience (work placements) and discussions with industry members and representatives.

The inclusion of speakers from industry within the delivery of the unit could follow the seminar, using the opportunity to follow up questions in areas of uncertainty or disagreements noted during the seminar, by raising questions with commercial farmers and companies. ii. Explain why the species of finfish farmed in Zambia are suitable for aquaculture.

Learners will have established some knowledge of fish biology in relation to the species farmed in Zambia from the modules - ‘Fish Anatomy and Physiology’ and ‘Introduction to Aquaculture and Fisheries in Zambia’, respectively, completed during Year 1.

The module delivery team could build on these foundations with lectures from NRDC tutors and learner centred study as the main methods of delivery. Key concepts could be re-visited and further elaborated, including:

(c) fish environmental requirements and tolerance limits in relation to the conditions found in those aquatic environments used for aquaculture in Zambia. (d) Common pathogens and the disease resistance of fish species farmed (e) Fish genetics and strain improvement (f) Impact of technological improvements on fish rearing conditions (g) Ecological responsibility regarding farming exotic (non-native) species

The farmed species of Tilapia, Catfish, Carp and Crayfish should all be considered. iii. Explain the advantages and disadvantages of different farm systems and fish holding Units

The delivery of this objective can be integrated with objective (i) above which addresses ‘intensification’. All methods of knowledge development can be applied, including; lectures by NRDC tutors, guest speakers from industry, farm visits and learner centred investigation and seminar.

Both hatchery and on-growing systems could be considered.

Farm and pond construction methods could be explored, comparing manual digging with those constructed using machines such as mechanical digger and bull dozers. Within these discussions the economics of both approaches should be discussed alongside the importance of farm/pond scale when making decisions on construction methods. iv. Outline the key preparatory activities to undertake before setting up a fish farm.

This objective can be addressed as a group-based activity from the outset, and in the context of the assessment of a potential aquaculture facility development, which has been visited and surveyed

The learning process could start with a facilitated group brainstorm, to establish all factors that need to be addressed during the preparatory stage, including:

 Regulatory factors, planning permissions and compliance  Access to a suitable water source with data on the seasonal water quantity and quality  Available land area and obstacles  Soil characteristics across several indicative site profiles  Suitability of infrastructure and site accessibility for the transport of goods and products in and out  Proximity to significant fish predators  Availability of services and routes to market (supply chain)

v. Correctly sequence the basic steps in fish-pond construction.

The delivery of this learning objective could seamlessly progress from the previous objective (iv), as the next logical stage of the planning process and as a facilitated group activity led by a nominated learner.

All aspects of pond construction should be considered, analysed and presented as a flow diagram, clarifying each stage of the process, the pre-requisites, risks, constraints and resource requirements.

All pond components should be considered, including;

 Inlets  Outlets  Pond depth  Pond base gradient and drainage channels  Harvest pits  Pond walls and damns

Full account should be taken of the equipment and machinery needed, the timing of each activity and the available manpower. These assumptions should be set by the tutor, to create the parameters within which the activity can be conducted in a realistic fashion. vi. Survey a suitable site and draw up an accurate map to scale and levels

This should be undertaken as a practical activity that requires all learners to actively partake in all aspects of the task, including;

 Identifying and securing appropriate surveying equipment  Mapping the ground  Levelling  Farm and pond scale drawings  Quantity surveying to assess the volume of soil removal and landscaping vii. Construct an earth pond growing facility

The practical task of pond construction can be undertaken as a manual activity, using spades to dig and remove soil and reshape the pond profile. This is a labour-intensive activity that requires a team

27 effort, providing the potential opportunity for learners to ‘role play’ as supervisors, rotating each practical session.

The task can be approached in one of two ways:

1) In stages as part of a longer-term construction exercise, with large groups of learners rotating and working on ponds that are at various stages of construction to experience all aspects of the task.

2) With a smaller group of learners completing the creation of a small-scale pond, and all group members experiencing all aspects of the task.

Ponds could be constructed by this activity according to a long-term college farm development plan and used in the future for college farming purposes, including; fingerling, nursery and on-growing.

viii. Explain the advantages and disadvantages of integrated aquaculture systems, with reference to three different forms of integration

The knowledge of agricultural food production and the integration of aquaculture gained from previous modules will provide a platform for NRDC tutors to build on through lectures, illustrative field trips and/or case studies.

Initially, reference could be made to examples of successful and unsuccessful examples of integration found globally, to establish a working knowledge of the practicalities and the constraints, leading to a more focussed examination of integration proven to be successful in the Zambian context, or showing potential. Several good, well known examples (Kafue and Kalimba) of financially viable livestock integrated fish farms in Zambia could be used as exemplars for learners, both in the classroom and through farm visits and work placements. They offer very relevant examples of effective pond fertilisation regimes and the maintenance of productive greenwater systems alongside use of lower cost, lower crude protein level feeds. It should be noted that the history and experience of trying to develop integrated agriculture aquaculture type farms/systems has been variable and limited across the African continent for a number of reasons. It is these reasons and factors that should be introduced to the students, so that they are well aware of the pros and cons of integrated aquaculture. It is often not financially viable in a number of locations and contexts.

1.3 Guidance to assessment

Objective (i) to (iii) - Extended responses to examination questions undertaken under invigilated conditions requiring descriptions, examples and explanations of aquaculture intensification to be provided.

Objective (iv) and (v) - A structured case study that begins with group activity assessed through a combination of peer evaluation and tutor observation and culminates in a written report developed and submitted independently by each learner.

Objective (vi) - Practical surveying activity observed assessed by observation of practical activity by the assessor, recorded on an observation check list and the assessment of farm plans including transects drawn to scale by each learner.

Objective (vii) – Assessed by observation of practical activity by the assessor, recorded on an observation check list.

2. Fish Hatchery Management

2.1 Context

This unit is delivered in the context of existing and emerging commercial hatchery systems (of different scales and initial capital outlay) and technology within Africa, with attention to the needs of the Zambian industry. There is a strong focus on tilapia as the core commercial species, but inclusion of other species gaining importance, including catfish and less commercially significantly species such as carp and crayfish

This unit aims to develop the learners’ knowledge and understanding of hatchery operations from broodstock selection, husbandry and conditioning, through to spawning or stripping, ova incubation, first feeding and fry rearing. The advantages of induced spawning, ova incubation, larvae first feeding and fry rearing within controlled hatchery environments will be demonstrated through field trips and case studies.

By devising production plans to deliver a given output of juveniles for given site conditions and farmed species, the learners’ fish hatchery planning and design skills will be developed. Experience and a basic level of competence will be gained in hatchery husbandry operations through regular practical activities undertaken within the college demonstration unit and on commercial farms during internships.

2.2 Suggested teaching and learning approaches

By the end of the Course Students should be able to: i) Describe the biology and lifecycle of Zambian fish species that can be propagated in a hatchery.

The delivery of this objective could be integrated with objective (ii) - Explain why the species of finfish farmed in Zambia are suitable for aquaculture from Aquaculture systems and fish production facilities, utilising lectures from NRDC tutors and comparative case study as the main methods of delivery.

The range of species should include; Tilapia, Catfish Carp and Crayfish. There should be a major emphasis on the biological characteristics of tilapia, including; species distribution in Africa and their tolerance to low dissolved oxygen and increases in salinity. The spawning behaviours and parental care of the main cultured genera (substrate spawners, mouth brooders and arena spawners) and their associated advantages should be clearly differentiated.

In addition, the biological characteristics of other farmed species, namely, catfish, carp and crayfish should be included. A focus on Clarias, the second most significant farmed species following tilapia, will include their reproductive behaviour.

It is recommended that a key reference for this module is A Fish Hatchery Manual for Africa by Graham Haylor and James Muir which covers almost the whole content of this module in a clear and well laid out publication. ii) Explain how tilapia, catfish and carp can be spawned naturally and artificially.

The range of fish propagation strategies that can be deployed will be explored, from extensive to more intensive methods including; wild seed stock selection, pond-based production and induced spawning and hatchery-controlled incubation and rearing for all significant commercial species. Lectures from NRDC tutors could be used to ‘set the scene’, preparing learners for the more intensive study of hatchery technologies to follow. iii) Describe the fish seed production techniques and technology deployed in Zambian hatcheries.

Tilapia and catfish are both within scope. The inclusion of a field trip to visit a commercial Zambian tilapia hatchery should be a must and experience in the new college hatchery will also could complement NRDC lectures and case-study work. Again demonstration practically by tutors or one or two staff is not enough. Individual students must all have the regular opportunities to practice hands on and learn themselves many of these very important activities and skills.

The topic should begin with broodstock selection and management, sexual maturation age and size, signs of sexual maturation including morphology and colour, environmental factors affecting spawning (temperature, salinity and light). This could be followed by broodstock nutrition and husbandry, including; stocking brood stock (gender ratios and optimising holding unit conditions)

Tilapia seed production could be considered in more depth and could be the subject of a comparative case study, requiring learners to establish the resources needed and costs associated with a given annual fry output. Learners could be organised in groups, with individual members set specific tasks to investigate the resource requirements of one or two of the following methods, quantifying the water and land area, equipment and technology, food and other consumable resources, for each.

Seed production methods in scope should include:

- Unmanaged extensive traditional earth ponds, - Managed fertilised spawning ponds including use of hapas, - Tanks with daily egg or fry collection and semi-automated fry collection tanks.

The outputs from this group case study could be collated and tabulated, highlighting the advantages and disadvantages of each seed production method and its economic reality and application under different circumstances. iv) Explain how the output of juveniles can be intensified through the application of hatchery technology

The delivery of this objective should develop the learners’ deeper understanding of hatchery technology and techniques, in preparation for objectives (v) and (vi), where they are required to apply their knowledge within a practical situation.

More specifically, strategies for all male seed production (hand sexing and grading), hybridisation, hormone-based sex reversal and the production of super males, should be included. The practicalities of artificial seed production should be addressed, including; manual stripping and fertilisation of eggs, incubation of eggs (attached to slides for substrate spawners and upwelling for mouth brooders) and the environmental optimisation and care of developing eggs. The topic should conclude with the hatching and separation of larvae for early first feeding, early fry rearing and the environmental management of green water systems.

Lectures on hatchery technology and techniques should be delivered by NRDC tutors, complemented by field trips to a respected commercial hatchery where technology can be observed and if possible hands on practiced, and questions asked of farm staff.

In preparation for the field strip, internet-based searches of tilapia hatchery technology and emerging best practices globally should be conducted as an individualised case study by learners. This work could be integrated with objectives (vii) and (viii) as the first section of a large structured case study.

v) Spawn Tilapia and incubate and hatch the ova with an acceptable level of mortality

This objective relies on access to a well-equipped college tilapia hatchery. The delivery will start with demonstration with video resources to demonstrate the technique, followed by on site practical instruction and practice by the learner. The practical classes will need to be undertaken in small groups of no more than 8 learners, to allow each learner a full and equal opportunity to develop the basic skills.

Nam Sai Thailand video https://www.youtube.com/watch?v=EMaJ6rbgU0s

vi) Feed and rear Tilapia fry from the first feeding stage onwards with an acceptable level of mortality

The delivery could follow the same sequence as for objective (v) - video demonstration, instruction and practice. However, the feeding and monitoring of mortality is best addressed within the college farm rota, to allow for more opportunity for learners to practice over an extended time period. vii) Develop a hatchery production plan based on given production target

Objective (vii) below can be integrated with this objective. The use of production target and typical mortality rates at each stage of production, to derive the plan for producing a target output of juveniles of a specified average size, quality and timing. The ova requirement will be calculated allowing for mortality, leading to a quantitative assessment of the broodstock requirement allowing for fecundity and spawning frequency.

This can be delivered within a series of exercises which can be initiated within lectures and followed up through small group activity or student-centred exercises. Ultimately, spreadsheet applications could be deployed by learners to test out the impact of changes to the main variables, such as fecundity, mortality and water temperature on ova and fry development and juvenile output. The topic suitable for a seminar for which learners prepare by completing a series of production planning exercises, prior to developing a production planning spreadsheet or workbook.

If the seminar were held in a computer lab, the impact of changing variables could be explored and immediately discussed. viii) Design a hatchery for tilapia and catfish for a given production plan

Objective (iv) above can be integrated with this objective, with learners using the knowledge gained through production planning for Tilapia and catfish to inform their hatchery designs, with some freedom to determine how the hatchery production plan is delivered

Hatchery site assessment for a given location could be included as an integral component within a case study, including; water supply (quantity and quality), available land (area, levels and soil), infrastructure and available services.

Hatchery design and construction could be addressed as a group-based learning exercise in the early stages, whereby the group had to consider; species specific criteria for hatchery equipment and technology, scaling the hatchery to meet specified output and accommodate each stage of the cycle and hatchery design parameters and available technology.

The final stages of the case study could be individualised, with each learner required to produce documented plans and resource requirements, supported by scale drawings.

As a footnote it is hoped that the current students circa 2019 can and will be involved in the construction of the college’s new hatchery facility – and be conversant in the design process and planning process behind it.

2.3 Guidance to assessment

Objective (i) and (ii) - Extended responses to examination questions undertaken under invigilated conditions requiring descriptions, examples and explanations of aquaculture intensification to be provided.

Objective (iii), (iv), (vii) and (viii) - Assessed through a well-structured and progressive case study, that starts with a comparative study of different seed production techniques, followed by an exploration of the hatchery technology. This is then applied to fish production planning and hatchery design. Some sections include group work that could be assessed by peers and/or tutors.

In addition, some key aspects of aquaculture could be assessed through extended responses to examination questions undertaken under invigilated conditions.

Objectives (v) and (vi) – Assessed by observation of practical activity by the assessor, recorded on an observation check list.

3. Fish Production Management

3.1 The context

This unit aims to develop the learners’ knowledge and understanding of finfish on-growing in extensive and semi intensive pond-based systems, as well intensive systems, including cages, raceways, tanks and the associated equipment and technology. This is delivered in the context of existing and emerging aquaculture systems and technology within Africa, with attention to the needs of the Zambian industry. There is a strong focus on tilapia as the core commercial species, but inclusion of other species gaining importance, including catfish and less commercially significantly species such as carp.

Basic fish stock management skills, including; fish stock sampling, record keeping, feed-rationing and disease sampling will be developed through regular practical activities undertaken within the college demonstration unit and on commercial farms during internships.

3.2 Suggested teaching and learning approaches

By the end of the Course Students should be able to:

Objectives

(i) Describe how ponds are prepared to maximise the production of natural fish feed

NRDC lectures could introduce the principles of pond culture, including pond preparation regimes (drying, liming and fertilisation), complemented by site visits to observe commercial scale ponds being prepared. The learners should develop a deep understanding of the live food cycle as the basis of pond-based productivity and learn to recognise the visual signs pond farmers rely on when assessing pond maturation. For those based on pond farms, internships could provide the opportunity to deepen their knowledge and experience.

Practical activities preparing small-scale ponds and monitoring the development of plankton flora and fauna and benthic fauna, can consolidate the key learning points from lectures and develop the

33 basic skills to visually assess pond maturation. This could be organised as a group learning activity with nominated task leaders. Laboratory equipment would be required, including plankton sampling nets, benthic samplers, scientific weighing scales, microscopes and haemocytometer slides for cell counting phytoplankton. Once the ponds were filled, they could be sampled regularly for plankton and benthic organisms, identifying the range of genera and quantifying phytoplankton cell densities, over time, as the ponds mature.

During pond preparation and monitoring, individual roles, including team leadership, could be rotated and the learners’ core/transferable skills assessed. Each group of learners could be allocated a pond or series of ponds, which are subject to different preparation regimes. The monitoring data could be recorded, analysed and compared for each pond to develop descriptions of plankton succession, and biomass development (including benthic fauna) for each regime. This could culminate in an evaluation of the relative merits of a range of pond preparation regimes by the students.

The learners should be made aware of the influence of scale, with small holder producers being more dependent on effective pond fertilisation as compared with large scale commercial sector where this is less important as farming methods are more ‘input’ intensive with more expensive formulated pellet feeds.

A wide range of transferable core skills would be developed, including teamwork, supervision and aquatic sampling, data recording and analysis

(ii) Identify suitable supplementary nutrient sources for semi-intensive pond farms

NRDC lectures could establish the concept of providing supplementary feeding an energy source, in order to ‘spare protein’ for fish growth and boost pond production beyond natural food biomass constraints, following objective (iii) below (fish nutrition). The range of existing supplementary feeds applied by pond farmers could be explored, including; the use of low-cost carbohydrate sources, low cost protein sources and manufactured pelleted diets for semi-intensive feeding.

Learners could be set the task of identifying established and novel fish feed ingredients available in Zambia that could be used directly or processed to provide part of a supplementary diet. This could be undertaken as a focused contained activity, based on directed reading of vetted reference sources, leading to a final evaluative short report.

(III) Formulate an appropriate diet for a given stage of the production cycle

Comprehensive lectures in fish nutrition should be provided by NRDC, followed by the main concepts of fish feed formulation. The lectures could be complemented by a visit to a fish feed production company in order to gain an insight to the selection and assessment of feed ingredients and manufacture of commercial fish diets.

Learners could formulate diets for relatively simple supplementary feeding of pond-based fish stocks that are dependent on natural feeds as their main source of protein and essential amino acids.

IV. Describe how to maintain the fish stocks in an intensively stocked holding unit

NRDC lectures could be provided in aquaculture intensification including; the use of complete diets, the application of aeration/oxygenation, fish stock grading, health management, stock record- keeping and the monitoring of fish production performance (ICT assisted).

Visits to intensive production units would allow learners to observe the technology deployed and engage with the farm manager and staff to discover the daily routines required to manage fish production within intensive aquaculture systems and the regular record keeping and data collection involved.

Learners should gain an understanding of how to manage fish stocks close to the upper limits of intensification (maximum stock densities), without compromising fish health and welfare and whilst maintaining economic growth rates and FCRs.

V. Control the water supply (quantity and quality) for a population of farmed finfish

NRDC lectures could be provided on securing suitable farm water supplies and the potential catchment land use activities and biotic influences on the water quality, prior to learners undertaking any practical activity. Alternative methods of water quality monitoring, from ‘low tech’ visual observation of the aquatic environment and fish behaviour to ‘high tech’ water quality monitoring and data recording using kits and specialised probes – ie DO meters - on intensive farm units will be explored, followed by methods of maintaining the water quality within acceptable limits for the fish stocks for various types of farm and levels of intensification.

Water quality monitoring will be integral to the daily college farm routines on the college fish-pond monitoring key water quality parameters to establish diurnal and seasonal trends. The water quality data collected will be corelated with natural food cycles and fish growth. Learners will report deteriorating water quality trends to the tutor and other staff person responsible for keeping an oversight of the college farm ponds, to ensure remedial action is taken if a deterioration in conditions threatens fish health and welfare.

VI. Explain how to select and store commercially available manufactured feeds

NRDC lectures will introduce the concept of balanced diets (complete feeds) that meet the nutritional requirements of the fish being farmed and feed selection with reference to a range of commercial manufactures feed samples and ingredients which can be handed round learners and inspected.

A visit to at least one feed manufacturer (their numbers are increasing in Zambia now) will enable learners to see the ingredients sourced and prepared for inclusion within commercial feed formulations and learn about the feed quality determinants directly from the feed manufacturer technicians.

Learners will be familiarised with the commercially available diets for tilapia and catfish and feed specifications for each age/stage of the production cycle. The importance of selecting the correct particle size to suit the average size and size range of fish stocks will be emphasised. Learners can consolidate this knowledge by correctly selecting and measuring daily feed rations for college fish stocks according to the given feeding regime and monitored fish growth.

The principles of on farm feed store design to eliminate spoliation, pest damage and to facilitate feed inventory management will be demonstrated during farm visits.

Learners will always adopt good practice through the correct management and maintenance of the college fish feed store within their regular farm rota.

VII. Explain the application of different feeding regimes within finfish on-growing

NRDC lectures will introduce the learners to the range of feeding practices for various pond management regimes, from extensive to semi-intensive and intensive. This can be integrated with objective (i) from the ‘Aquaculture systems and production facilities’ module –‘Differentiate between alternative levels of aquaculture intensification’.

Lecturers should stress the importance of accurate fish stock record keeping and fish population sampling to monitor fish growth and feed conversion ratios (FCRs), when fish farming within cage based and other intensive systems and rationing complete feeds.

Spreadsheet-based modelling to forecast fish growth, feed requirements and harvesting could be set as discrete learning exercises. Sensitivity analysis could be used to illustrate the link between FCR and fish production profitability within intensive aquaculture.

Once validated by their tutor, alternative feeding regimes could be trialled on the college farm and fish stock growth monitored and the final yield (harvest) determined for each pond and feeding regime. Fish feeding and the sampling of fish populations could be integral to the college farm rota.

At the end of the module, an economic assessment of the cost and returns (value of fish stock increase) could be undertaken for each feeding regime by learners and discussed within a seminar.

VIII. Describe common finfish diseases and their symptoms

NRDC lectures on the general causes of different types of disease (nutritional and pathogenic) and the dynamic link between fish stress, water quality and disease susceptibility. This should set the scene for learners and precede lectures on the specific symptoms, causes and treatments for specific fish diseases of most commercial relevance.

The importance of good husbandry and health management regimes in order to prevent disease should be emphasised, prior to studying in more depth the recognition, and treatment of those diseases of most concern to tilapia, catfish and carp farmers in Zambia.

The use of visual aids, (digital images and short videos) could be used illustrate the pathogens and disease pathology and symptoms in preparation for laboratory practical sessions.

IX. Take a tissue sample from a diseased organ in a suitable form for laboratory analysis

NRDC lectures could introduce learners to the routines and disciplines associated with fish selection for sampling, specific tissue sampling, to ensure the sample arrives at the fish disease laboratory in a fit state for analysis. Some revision of fish internal anatomy may be required to help learners to accurately identify the sampling site and to identify organs and traumatised tissue indicative of disease.

Practical skills instruction should be provided through a series of practical sessions, and tissue samples could be taken from several fish types of various sizes and across a range of organs. All learners will have access to adequate laboratory equipment for tissue sampling to ensure that they are able to practice. Again important to mention here that for staff members who are unsure of or do not actively have experience of any of these aquatic animal health and diagnostic skills – it is important this is constructively highlighted to the course director so that the appropriate hands on practical training can be provided to upgrade their skills to the necessary levels.

X. Take skin and gill samples and apply on farm microscopy to identify common parasites

The practical laboratory session on parasite identification could be timed to follow the lectures on parasite lifecycles and anatomy. Initially, learners should be shown how to take skin scrapes, starting

36 with easy to handle larger fish, and set up a covered slide suitable for examination under a monocular microscope.

Once skin scrapes have been mastered, gill lamellae squashes should be prepared, and searched for gill parasites. The practical session would benefit from the use of visual aids to refer to, so as learners are clear on what they are looking for when systematically ‘strip searching’ their prepared slides using monocular microscopes. These skills should where possible also be demonstrated and practiced on farm rather than just in the laboratory. Since acquiring the skillset and correct procedures for sampling and routine ectoparasite identification on farm will be greatly valued by provate sector employers.

XI. Explain how aquaculture can impact on the environment and corresponding mitigation

This objective could be initiated with an introductory lecture to remind learners of the range of impacts aquaculture can have on the environment, environmental protection measures and regulation and practical mitigating measures and good practices that fish farmers can adopt. Site water sources, inlets and outlets should be especially discussed.

During farm visits and internships, learners should be encouraged to establish the farm’s potential environmental impacts and how they are being mitigated. Learners should be coached to ensure that they do not highlight any observed bad practice to the farm or in public, but raise it for discussion with NRDC staff, following the visit or farm placement.

This session could be designed to prepare learners for a desk study, whereby that they individually research a given aquaculture situation using the ‘web’ and other information sources, to establish the impacts of a specific aquaculture sector and how it was regulated and mitigated.

Case studies could be drawn from anywhere in the world, helping learners to widen their horizons beyond Zambian aquaculture. Their findings could be summarised and presented in poster style, to facilitate information sharing and a brief presentation within a group seminar.

3.3 Guidance to assessment

Objectives (i), (iv), (vi), (vii) and (xi) - Discrete (as opposed to integrated) written examinations, providing extended responses to questions undertaken under invigilated conditions and requiring descriptions, examples and explanations to be provided, according the requirement of the specific objective.

Objectives (ii) and (iii) – Assessed through an integrated short evaluative report derived from a desk study.

Objectives (v) and (ix) and (x)– Assessed by observation of practical activity by the assessor, recorded on an observation check list.

Objective (vii) and (viii) - Assessed through a well-structured and progressive case study, that starts with spread sheet-based modelling of alternative feed regimes, followed by the implementation of alternative feed regimes within trials on the college farm, leading to evaluation of the results and a final report.

Appendix 1 - DEPARTMENT OF FISHERIES Proposed Revised NRDC Diploma

FIRST YEAR

Semester1 Semester2

Code Course Hrs/wk CF Code Course Hrs/wk CF

FS 211 Fisheries of Zambia 4 4 ABM 122 Introductory Economics 6 3

AG 100 Farm Routine 4 AG 100 Farm Routine 4

BS 111 Botany 7 5 BS 122 Zoology 7 5

BS Fundamentals of Soil Science, 131 Chemistry 8 5 CS 112 Hydrology & Crop Production 4 2

BS 181 Mathematics 5 2 FS 251 Fish Taxonomy 7 4

ED Communication & Introduction to Geomatic 111 Computer Skills 6 2 WE 132 Engineering 7 3

35 35

SECOND YEAR

Semester1 Semester2

Code Course Hrs/wk CF Code Course Hrs/wk CF

Integrated AS Livestock 211 Production Systems 7 4 AG 200 Industrial Attachment

ABM 111 Farm Accounts 4 3 Ruminant & Pasture Production 7 4

Aquatic environment and water FS 231 characteristics 7 4 BS 222 Statistics 7 2

FS 241 Fishing Technology 7 4 ED 251 Rural Sociology 5 2

Fish Anatomy & FS 252 Physiology 7 4 FS 162 Boat Operations and Navigation 7 4

FS 272 Aquaculture systems and facilities 7 4

FS 292 Field Trips and Practicals 4 4

32 36

THIRD YEAR

Semester1 Semester2

Code Course Hrs/wk CF Code Course Hrs/wk CF

ABM 341 Entrepreneurship 4 ABM 332 Project Management 4 2

ED Agricultural Environment and Natural 361 Extension 4 2 BS 302 Resource Management 4 4

FS 361 Fish Processing 7 4 FS 312 Fisheries Statistics 4 4

Fish Hatchery Management 4 2 FS 332 Aquatic Ecology 7 4

Fisheries Fish Stock Assessment & FS 381 Management 5 4 FS382 Population Dynamics 5 4

Fish Production Management 4 2

FS 390 Research Projects 4 FS 390 Research Projects 4 8

Appendix 2 – Aquaculture Module descriptors Aquaculture systems and fish production facilities

Target group: All Second Year Fisheries Students

Contact hours: 4 Lecture Hours/week 2 Practical Hours/week

Pre-requisites: To be confirmed

Aim: This unit develops the learners’ knowledge and understanding of the principles of aquaculture and alternative farm designs and levels of intensification. Pond rearing is examined in detail, including site selection and surveying, pond and farm design and pond construction.

Introduction

Objectives

By the end of the Course Students should be able to:

I. Differentiate between alternative levels of aquaculture intensification ii. Explain why the species of finfish farmed in Zambia are suitable for aquaculture. iii. Explain the advantages and disadvantages of different farm systems and fish holding Units iv. Outline the key preparatory activities to undertake before setting up a fish farm. v. Correctly sequence the basic steps in fish-pond construction. vi. Survey a suitable site and draw up an accurate map to scale and levels vii. Construct an earth pond growing facility vii. Explain the advantages of integrated aquaculture systems, with reference to three different forms of integration

Course outline

1.0 Aquaculture systems.

1.1 Monoculture, polyculture and mono-sex culture.

1.2 Integrated and non-integrated

1.3 Extensive semi intensive and intensive fish production regimes

2.0 Selection of fish species for culture.

2.1 Biological factors.

 Growth rate and efficiency of food conversion  Tolerance of the environmental conditions in the rearing environment  Disease resistance 2.2 Cultural factors

2.3 Economics and market acceptability

2.4 Legal factors (e.g planning consents and fish introduction restrictions)

3.0 Aquaculture facilities and fish on-growing units.

3.1 Ponds

 Earthen ponds

 Concrete ponds 3.2 Lined structures  Earth pond  Raised wooden structure

3.3 Raceways

 Square ended  D ended 3.4 Cages  Moorings systems  Cage types  Nets

3.5 Pens

3.6 Recirculation Aquaculture Systems (RAS)

 Physical filtration  Biological filtration  Ultra-Violet (UV) radiation

3.0 Planning a pond-based aquaculture facility.

3.1 Pond site selection

 Water supply (quantity and quality)  Soil type (clay component)  Gradient  Access, infrastructure and services

3.2 Farm and pond design

 Pond area requirement derived from the production regime  Pond sizes and farm infrastructure  Pond design (Inlet, pond base gradient, drainage, outlet)

3.3 Farm site survey

 Geomatic engineering  Levelling (to establish land gradients)  Site mapping  Quantity survey

3.4 Pond construction.

 Hand digging  Machine digging

4.0 Integrated Aquaculture

4.1 Rationale and history of integrated farming

4.2 Forms of integrated aquaculture  Fish and livestock  Fish and crops  Fish-livestock-crop integration

4.3 Economics of integrated aquaculture

Practicals i) Site selection, surveying and the production of a site plan for an earth pond-based farm ii) Design and construction of pond based rearing facilities (hand digging)

Fish Hatchery Management

Target group: All Third Year Fisheries Students

Contact hours: 4 Lecture Hours/week 2 Practical Hours/week

Pre-requisites: To be confirmed

Aim: This unit develops the learners’ knowledge and understanding of hatchery operations. Natural pond-based systems are compared with induced spawning and controlled hatchery rearing environments. In addition, basic skills in fish hatchery operations and hatchery design are developed through experiential learning.

Introduction

This unit is delivered in the context of existing and emerging hatchery systems and technology within Africa, with attention to the needs of the Zambian industry. There is a strong focus on tilapia as the core commercial species, but inclusion of other species gaining importance, including catfish and less commercially significantly species such as carp and crayfish

43 first feeding and fry rearing within controlled hatchery environments will be demonstrated through field trips and case studies.

By devising production plans to deliver a given output of juveniles for given site conditions and farmed species, the learners’ fish hatchery planning and design skills will be developed. Experience of and a basic level of competence will be gained in hatchery husbandry operations through regular practical activities undertaken within the college demonstration unit and on commercial farms during internships.

Objectives

By the end of the Course Students should be able to: i) Describe the biology and lifecycle of Zambian fish species that can be propagated in a hatchery. ii) Explain how tilapia, catfish and carp can be spawned naturally and artificially iii) Describe the fish seed production techniques and technology deployed in Zambian hatcheries. iv) Explain how the output of juveniles can be intensified through the application of hatchery technology. v) Spawn Tilapia and incubate and hatch the ova with an acceptable level of mortality vi) Feed and rear Tilapia fry from the first feeding stage onwards with an acceptable level of mortality vii) Develop a hatchery production plan based on given production target viii) Design a hatchery for tilapia and catfish for a given production plan

1.0 Biology and reproduction of Zambia cultured fish species

1.1 Hatchery propagated farmed species

 Tilapia  Cat fish  Carp  Cray fish 1.2 Biological characteristics of tilapia

 Species distribution in Africa  Tolerance (reduction of dissolved oxygen and increase of salinity)  Main cultured genera (substrate spawners, mouth brooders and arena spawners) and their advantages  Spawning behaviours and parental care 1.3 Biological characteristics of catfish

 Biology of farmed species of Clarias  Reproductive behaviour 1.4 Biological characteristics of carp

1.5 Biological characteristics of crayfish

1.6 Fish propagation strategies

 Wild seed stock selection  Pond based production  Induced spawning and hatchery-controlled incubation and rearing

2.0 Tilapia hatchery and fry rearing

2.1 Broodstock selection and management

 Choice of species  Sexual maturation age and size  Signs of sexual maturation – morphology and colour  Environmental factors affecting spawning (temperature, salinity and light)  Broodstock nutrition and fecundity  Stocking brood stock (gender ratios and optimising conditions) 2.2 Natural Seed production

 Unmanaged extensive traditional earth ponds  Managed, fertilised spawning ponds  Net enclosures  Tanks with daily egg or fry collection  Semi-automated fry collection tanks 2.3 Artificial seed production

 Manual stripping and fertilisation of eggs  Incubation of eggs (attached to slides for substrate spawners and upwelling for mouth brooders)  Environmental optimisation and care of developing eggs  Hatching and separation of larvae for early first feeding  Early fry rearing and the environmental management of green water systems  All male seed production (hand sexing and grading)  Hybridisation and sex reversal using hormones  Production of super males 2.4 Feeding and rearing fry

 Natural foods  Supplementary feeding  Complete diets  Feeding frequency and rationing 3.0 Catfish hatchery and fry rearing

3.1 Spawning strategies

 Natural propagation in ponds and tanks  Semi-artificial propagation in ponds and tanks (and limitations)  Induced propagation in ponds  Induced propagation in tanks 3.2 Broodstock management

 Broodstock collection form the wild (during breeding or dry season) or from broodstock ponds  Conditioning broodstock to break the natural maturation cycle  Holding broodstock under optimal environmental conditions for gonadal development  Broodstock feeding to appetite  Selection of breeding females (rounded abdomen, swollen genital opening and the ready release of ova)

3.3 Ova production and larvae rearing  Hypohysation with carp or catfish pituitary (timed hormone injection)  Stripping into enamel bowls (as soon as most eggs have ovulated)  Abstracting milt from the sacrificial male and fertilisation of the ova  Ova incubation in incubation trays placed in troughs or boxes and fungicidal treatment  Phototactic separation of larvae  Prophylactic treatment of ova and larvae to combat bacterial contamination  Establishing light and dark zones in the incubation trough, to assist dead larvae removal  Early husbandry to produce advanced fry, fed on plankton, Artemia nauplii or eggs

3.4 Fry rearing  Advanced fry transfer to shallow nursery troughs using syphon and buckets  Weaning from live to artificial food  Feeding water stable particulate diet of the correct size  Rearing catfish fry in prepared nursery ponds  Protection from predators

4.0 Hatchery Site Selection and Design

4.1 Hatchery site assessment

 Water supply (quantity and quality)  Available land (area, levels and soil)  Infrastructure and available services 4.2 Production plan

 Target output of juveniles (quantity and timing)  Calculating ova requirement allowing for mortality  Calculating brood stock requirement allowing for fecundity and frequency of spawning 4.3 Hatchery design and construction

 Species specific criteria for hatchery equipment and technology  Site selection  Scaling the hatchery to meet specified output and accommodate each stage of the cycle  Hatchery design parameters and plan supported by scale drawings

Practical

1. Hatchery design (Tilpaia or Clarias)

2. Tilapia natural and artificial fish seed production, collection and incubation

3. Fry rearing pond preparation

3. Tilapia fry feeding and husbandry

Fish Production Management

Target group: All Third Year Fisheries Students

Contact hours: 4 Lecture Hours/week 2 Practical Hours/week

Pre-requisites: To be confirmed

Aim: This unit develops the learners’ knowledge and understanding of finfish on-growing operations, including the management of the rearing environment, fish feeding, health management and stock management for extensive, semi-intensive and intensive systems. In addition, some basic skills are developed in fish husbandry and stock management operations.

Introduction

Objectives

By the end of the Course Students should be able to:

I. Describe how ponds are prepared to maximise the production of natural fish feed II. Identify suitable supplementary nutrient sources for semi-intensive pond farm III. Formulate an appropriate diet for a given stage of the production cycle IV. Describe how to maintain the fish stocks in an intensively stocked holding unit V. Control the water supply (quantity and quality) for a population of farmed finfish VI. Explain how to select and store commercially available manufactured feeds VII. Explain the application of different feeding regimes within finfish on-growing VIII. Describe common finfish diseases and their symptoms IX. Take a tissue sample from a diseased organ in a suitable form for laboratory analysis X. Take skin and gill samples and apply on farm microscopy to identify common parasites XI. Explain how aquaculture can impact on the environment and corresponding mitigation

1. Fish Holding Unit management

1.1 Physical water supply  Water temperature (including seasonal variations)  Flow rates (maximum, minimum and seasonal norms)  Water levels

1.2 Water quality  Dissolved oxygen (including diurnal cycle)  Ammonia  Nitrites and nitrates  pH  Turbidity  Industrial pollutants

1.3 Aquatic vegetation  Deterrence and control  Management and exploitation 1.4 Predator protection  Birds  Animals  Aquatic fauna 2.0 Dietary nutrients

2.1 Macro nutrients  Proteins  Fats  Carbohydrates 2.2 Micro nutrients

 Vitamins  Minerals

2.3 Energy requirements and sources

 Protein sparing  Low cost energy sources 2.4 Essential nutrients and nutritional diseases

3.0 Natural feeds

3.1 Pond preparation regimes  Drying  Liming  Fertilization

3.2 Live food production  Plankton cycle  Benthic food

3.3 Supplementary feeding regimes  Low cost carbohydrate sources  Low cost protein sources  Manufactured pelleted diets (semi-intensive feeding)

4.0 Manufactured complete diets

4.1 Feed formulation, selection and storage

 Farm based diet formulation from locally available ingredients  Evaluation of available manufactured feeds  Feed manufacture process (commercial)  Feed store design and management 4.2 Intensive feeding regimes (manufactured whole diet)

 Feed selection (particle size and nutritional quality)  Fish production and feeding strategy (growth/FCR)  Feed distribution method (Hand, demand, automatic)  Daily feed rate  Feed calculations  Monitoring growth and FCR  Fish production planning 5. Fish Health

5.1 Factors that affect fish health  Aquatic environment and water quality  Fish stress and host susceptibility  Pathogen 5.2 Major fish diseases

 parasitic  viral  bacterial  fungal

5.3 Fish health management plans  Biosecurity  Stock density limits  Functional diets to boost immunity  Fish disease symptoms and pathogens  Fish tissue sample preparation for analysis  Fish parasite identification 5.4 Fish disease treatment methods  Vaccination  Medicated food  Chemical bath and flush 6. Fish Stock Management

6.1 Managing the rearing environment  Flow rate  Dissolved oxygen  Water quality

6.2 Fish stock assessment  Biomass  Stock Density  Average weight  Size range  Condition factor

6.4 Fish stock record keeping  Paper based (and calculator)  Computer based (and spreadsheets and/or other software)

6.3 Fish movement and handling  Live transport  Netting  Grading  Sample weighing  Harvesting  Fish slaughter and storage 7. Management of aquaculture impact

7.1 Impact of aquaculture on the environment  Water quality and aquatic ecosystems  Impact of farmed fish escapees  Prevention and mitigation

7.2 Environmental assessment of aquaculture projects in Zambia  Ecological impact  Zoonotic risks of aquaculture

7.3 Occupational health for those working on fish farms

Practical i. Monitoring environmental conditions in a rearing unit (flow, water temperature and quality) ii. Feed rationing and distribution (hand and automatic) iii. Live fish handling, transportation and stocking and assessment of growth food and FCR iv. Feed formulation, preparation and feeding (Include pond fertilization practical) v. Parasite sampling and identification vi. Field visits (Integrated farming, cage farming, annual field visit to Aquaculture Research Station)