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TECHNICOM TO SUPPORT CSU’S PEANUT DIGGER by Dyann C. Daniel

Peanut is a traditional legume crop extensively grown in the sandy loam soils along the delta plains of Cagayan Valley (Region 2). It is primarily used for fuel, fiberboard, fodder, butter, milk, and oil. The Philippines is in the top 48 countries of overall world production with a share of about 29,301 MT. The cultivation of peanut crops relies heavily on animal and human power. Likewise, postharvest operations have been observed to cause a negative impact, resulting in high harvesting losses and aflatoxin contamination levels of more than 15 ppb in domestically-produced peanuts.

To address these issues, Cagayan State University (CSU), successfully produced three (3) peanut mechanization technologies in the last five years: the peanut sheller-sorter, the peanut stripper/thresher cum pod sorter, and the intelligent aerated bulk storage for in-shell peanuts. CSU proposed a localized innovative design of the peanut harvesting technology – the Peanut Digger – to further complement these technologies.

Seeing the potential contribution of CSU’s Peanut Digger to the country’s sustainable development, DOST-TAPI’s Technology Innovation for Commercialization (TECHNiCOM) Program recently approved the project and will be supporting its prototype improvement/ iteration, pilot and field testing, and market testing. The Program also previously granted the Grain Bagger of Isabela State University (ISU) assistance with its commercial model prototyping and pilot-testing.

Read more here: http://www.tapi.dost.gov.ph/news/199-isu-s-grain-bagger-bags-technicom-grant.

Getting inspiration from the country’s need for agricultural mechanization, Dr. Jose Guzman, Project Leader of CSU’s Peanut Digger project, said: “… [W]e hear the bottlenecks of every local peanut farmer. This local innovation could be more cost-effective than globally imported models.”

CSU’s Peanut Digger is expected to be essential in strengthening and boosting the local peanut industry by speeding up harvest operations and increasing the capacity of farmers to produce high-quality peanuts while reducing labor costs and losses. CSU’s Peanut Digger is a tractor-mounted, Power Take-Off (PTO) driven machine that digs the peanut plant from the soil, and elevates it to the conveyor, which removes excess soil, and inverts the plant. It was designed to meet the demands and standards of peanut growers, farmers, traders, and their consumers.

“… [T]o achieve a sustainable food production system and implement resilient agriculture, the adoption of technologies that increase the production and productivity of the local farmers is a major priority,” Dr. Guzman finally added.

ISU’S GRAIN BAGGER, BAGS TECHNICOM GRANT by Dyann C. Daniel

From humankind’s earliest efforts at agriculture over 10,000 years ago, little has changed in the challenges associated with grain storage. Efforts to seal and protect grain stores against losses to spoilage and pests have led to countless approaches to grain storage systems, giving way to globalization. Despite many advances in grain storage construction techniques, the challenges have remained the same while the need for flexible on-site grain storage continues to increase.

Isabela State University in the Isabela Province, Philippines, with a mandate of providing advanced instruction in the agricultural and natural sciences as well as in technological fields, took action on these trials by innovating a Self-Propelled Riding Type Grain Collector (Bagger) for Solar Dried Grains. The project was recently approved for TECHNiCOM funding following the Program’s 1st Wave of Call for Proposals.

The machine, having a high capacity of 360-380 cavans (18-19 tons) per hour, can collect solar-dried grains on paved roads and save them from possible wetting due to sudden rainfall. With over 80 percent of farmers, related cooperatives, and traders using solar drying, this technology has an economic advantage in the quality and quantity production of solar-dried crops.

Dr. Joel M. Alcaraz, Project Leader of ISU’s Grain Bagger project, firmly considers employing machines in agricultural production to significantly increase labor productivity and projected income of farmers and for the Philippines to compete with its Asian neighbors.

“…[I]n order to attain sustainable development in the country, locally designed and manufactured machines that are developed based on the demand of the local farmers are a prerequisite,” he added.

With the technical and commercial viability of ISU’s Grain Bagger, DOST-TAPI’s Technology Innovation for Commercialization (TECHNiCOM) Program is funding its pre-commercialization activities, specifically on commercial model prototyping and pilot-testing. The ISU is expected to fabricate commercial models of a self-propelled riding type grain collector and conduct their testing in different areas of Isabela.

Together with TECHNiCOM, the Grain Bagger will be able to fulfill the need to develop an affordable but high-capacity tool in the market for the target farmers and related cooperatives, especially with ISU’s advocacy to provide ease and comfort to every Filipino farmer in the country.

“Our local people and their increasing losses in agricultural production inspire me to introduce this simple machine that will lighten their work, particularly in drying crops on pavements,” Dr. Alcaraz stated.

ISU’s Grain Bagger is not just another innovative tool but something that can pave the way for other promising agricultural innovations – a feat that is challenging but worthwhile.

TECHNiCOM has opened its 2nd Wave of Call for Proposals in July 2022 and welcomes similar impactful pre-commercialization projects to apply.

For more information about the Call for Proposals, visit http://www.tapi.dost.gov.ph/call-for-proposals/technicom. You may also call 8837 2071 local 2153, or email [email protected] for inquiries.

Learning Engagement 1: Transdisciplinary learning programme of inquiry

At TMTC, learning is not confined by traditional subjects but is supported and enriched by them. Each one of the transdisciplinary themes encompasses the universal understandings common to all human beings. They are open enough to embrace a variety of perspectives and content areas.

For example, during literature classes, students explore ways in which we discover and express ideas, our feelings, nature, different cultures, beliefs and values, creativity, and our appreciation of aesthetics. These stories are deeply explored by asking students conceptual questions. Through exploring different stories around the world, students develop a layered understanding of themselves and the connections they have with the rest of humanity. Through languages, they explore new vocabulary that helps them create poems while getting to know well-known authors of the 20th century.

Best practices in a transdisciplinary environment do not compartmentalize learning, but rather explore content within the context of inquiry.

Teachers in TMTC practice involvement and collaboration which is a requirement in transdisciplinary learning. We shift away from the comfort zone of working individually by sharing ideas with each other for the purpose of integrating learning experiences. This results in building meaningful and enduring understandings for students.

Learning Engagement 2: Concept driven curriculum

Our team chose to collaborate on the following related concepts and central ideas. We also decided to show the connection or continuity of transdisciplinary learning among the PYP grade levels.

Coming up with a coherent and well-aligned POI does not happen overnight. It is a process of continuous reflections and modifications, and it involves collaboration among staff members of the school community.

Here is a sample of our collaboration on the transdisciplinary theme (how we organize ourselves). We chose the unit (movie-making) for 6th to 8th graders. We also focused on how the central idea can be integrated into all the subject areas.

Learning Engagement 3: Approaches to learning

Here are my ideas on the challenges we face in the modern education which also reflect my teaching experiences for the past eight years.

Generally speaking, modern problems require modern solutions. Effective teaching nowadays requires the possession of diverse or transdisciplinary skills. However, the process is never just the teacher's responsibility. Motivation and support should mainly come from the learners and their parents.

Learning Engagement 2: Developing global citizens through the learner profile

I think the easiest way to make the students understand the aimed attributes towards holistic development is to simplify them in child-friendly language. Moreover, I believe that in order to effectively teach students the required attributes, teachers should also possess the same qualities.

Learning Engagement 3: Embedding international-mindedness

We can develop INTERNATIONAL MINDEDNESS in our students through the ff. strategies: 1. Multilingualism or learning a new language can improve your cognitive skills and mental wellbeing. One school where I worked had over 10 nationalities in its community! It is now common for many children at international schools to leave primary school speaking 2 or more languages. 2. Gap years and international travel (for older students) are seen as positives on a CV, demonstrating adaptability, flexibility, and collaborative skills. 3. Global politics, worldwide environmental issues, and dramatic population movements across continents have become part of our everyday lives. If we want our children to grow up to be innovators and leaders in positive global change, then embedding these topics in the curricula is a must. 4. Exploring new countries and cultures through reading stories from around the world. In a safe and encouraging learning environment, these stories invited discussion and celebration of our similarities and differences, they encouraged empathy for our fellow human beings and sparked a spirit of wonder and curiosity about the world around us. 5. You can also watch foreign films or world documentaries together, volunteer at local shelters, take part in environmental work, and visit local places of worship. 6. Multiculturalism through social media brings the benefits of international living wherever we are. Explore and encourage them to talk about their world and what they perceive to be reality - is this the same reality that's being perceived by children growing up in Brazil or Cambodia, Russia, or the Middle East?

Learning Engagement 4: The role of language

Let me simplify the role of language in promoting and provoking international-mindedness and transdisciplinary learning using the Connect-Extend-Challenge chart:

Let me begin with something Ms. Laura, our school head, said that I agree deeply:

"It doesn't matter if the pacing is slow as long as the students understand the lesson well."

Sometimes we need to slow down in order to move the learning in the room. Let the students “learn at their own pace”. Learning without transfer is not learning at all. It's something that most forget when pressured to meet deadlines.

Let me use the Visible Thinking routine See, Think, Wonder to reflect on my understanding of the PYP at this point.

I SEE that this experience is far different from the previous ones that I had teaching in Cambridge and K-12 schools for the past eight years. Despite the stress of online teaching due to the coronavirus pandemic, my colleagues and I are doing our best to learn everything we need to know through this intensive training that is mainly focused on fostering the students' holistic development. The IB PYP framework is definitely our new norm.

I THINK that this will be an unforgettable learning experience and a dream come true for us, lifelong learners. This experience will promote teamwork and stronger collaboration as we focus on the same goal.

I WONDER if I have the skills and patience to implement the curriculum the way it is supposed to be.