Charcoal Briquettes Project Baseline Survey Report

CHARCOAL BRIQUETTES
PROJECT BASELINE SURVEY

REPORT
WESTERN UGANDA
(RUKUNGIRI, BUSHENYI, KASESE, KABAROLE AND KAMWENGE)
APRIL 2012
CHARCOAL BRIQUETTES PROJECT BASELINE SURVEY REPORT
Prepared by
BASHIR RAJAB KAGERE

HEAD, SCIENCE AND TECHNOLOGY POLICY ANALYSIS AND
DEVELOPMENT UNIT/ MONITORING AND EVALUATION
Charcoal Briquettes Baseline Survey Report
| Western Uganda
TABLE OF CONTENTS
1.0
1.1
1.2
1.3
2.0
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
3.0
4.4
4.5
4.6
4.7
5.0
6.0
7.0
7.1
7.2
7.3
8.0
9.0
INTRODUCTION 3
Background3
Objectives of the Project 3
Methodology. 4
FINDINGS6
Gender.. 6
Sources of energy used for cooking 8
Type of crops grown on the farm 11
Agricultural waste disposal. 12
Environmental control methods.. 14
Number of workers employed on the farm.. 16
Amount earned by employees on the farm.. 18
Sources of income. 19
Total monthly income. 21
Understanding of scientific terms22
KNOWLEDGE AND SOURCE OF INFORMATION ON CHARCOAL
BRIQUETTES... 24
Knowledge of charcoal briquettes production.. 24
Source of information about charcoal briquettes 25
Use of charcoal briquettes... 26
TRAINING EFFECTIVENESS.. 27
Clarity of the training objectives . 27
Consistency of the course with the stated learning objectives 28
Course Covered issues of climate change, deforestation and global
Warming.. 28
Course covered environmental issues. 29
Practical charcoal briquette manufacturing and equipment fabrication 30
Course covered issues of entrepreneurship 31
Overall effectiveness of the training objectives.. 32
EFFECTIVENESS OF COURSE TRAINERS. 33
EFFECTIVENESS OF TRAINING PRESENTATION.. 34
PARTICIPANTS COMMENTS 35
Key training aspects. 35
Training aspect that need to be changed 35
Application of the knowledge gained from the training.... 36
CONCLUSION... 37
APPENDIX. 38
9.1
9.2
List of tables. 39
Survey instruments. 46
3.1
3.2
3.3
4.0
4.1
4.2
4.3
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1.0
INTRODUCTION
1.1
Background
Uganda has about 80% of its people living in rural areas and of these 38% live below the
poverty line. The lack of modern and affordable fuels for domestic use has forced both
urban and rural populations to depend entirely on Wood Charcoal and firewood as a source
of cooking fuel. The situation is exacerbated by the ever rising costs of the other alternative
sources of energy, namely Hydro-electric power, Kerosene and Gas.
Thus, economic constraints (Poverty and Unemployment), poor distribution networks of
fossil fuels, such as kerosene, and non-availability of affordable and reliable energy
alternatives result in Ugandan households continuing to depend on charcoal and firewood.
Women have to walk long distances to look for the fire wood. This does not only reduce on
the time they can put in agricultural production activities but also interferes with the
household chores. The result is less production, low incomes and hence food insecurity.
The ever increasing demand for these traditional fuels (Wood Charcoal and Firewood) is
impacting on the environment adversely. Deforestation and Soil Degradation are rampant.
The effects of Climate Change are manifesting themselves through irregular rainfall
patterns, floods and violent storms are increasingly becoming common. An intervention
which introduces affordable and reliable alternative source of energy such Charcoal
briquettes manufactured using Agricultural Waste will therefore go a long way in
contributing to environmental conservation and generating income for those engaged in
the business.
1.2
Objectives of the Project
The overall objective of the project is to contribute to improved livelihoods, generation of

employment and income creation through technology transfer.
Specifically the project aims at:
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(i)
Educating and sensitizing the people to the effects of Deforestation, Climate

Change and Global Warming.
(ii)
Sensitizing the target population about reliable, realistic, and affordable energy
alternatives to current charcoal and fossil fuels for domestic use.
(iii)
Equipping selected trainees with knowledge and skills in manufacturing

Charcoal Briquettes using Agricultural Waste as raw materials.
(iv)
Creating Entrepreneurs and Employment for mainly rural and semi-urban

populations.
(v)
Producing sample Charcoal Briquette making kilns, extruders and charcoal

briquettes.
(vi)
To promote the usage of the Charcoal Briquettes among the rural and urban
population.
To realize the objectives of the Project, UNCST conducted a 4 day training workshop in
each of the identified districts. The workshops were designed to train farmers/
entrepreneurs in the fabrication of charcoal kilns, the process of pyrolysing agricultural
waste for the production of char powder, the manufacturing of charcoal briquettes and
successful business techniques.
1.3
Methodology
1.3.1 Data collection

Data was collected using two structured questionnaires which were administered at
different intervals. The first questionnaire was administered at the beginning of the
training to ascertain the type of energy used by the participants for cooking, the type of
crops grown on their farms, how they protect the environment, their understanding of
climate change, deforestation and global warming as well as assess their knowledge
pertaining to use of charcoal briquettes. The second questionnaire was administered at the
end of the training sessions to assess the effectiveness of the course trainers, training
| Western Uganda
material and practicality of the course as well as obtain their views pertaining to the use of
this technology.
The questionnaires were administered on individual basis to approximately 30
respondents per training. In total there were 154 participants/ respondents in the western
region of Uganda comprising the districts of Rukungiri, Bushenyi, Kasese, Kabarole and
Kamwenge. At the end of the exercise the total questionnaire count resulting from both
instruments was 308 questionnaires.
1.3.2 Data analysis

This comprised of the development of data entry screens, which are essentially, versions of
the data collection questionnaires. Data entry was done using SPSS software. On completion
of data entry, an in depth analysis of the data obtained from both questionnaires was
undertaken using SPSS software and excel to establish the project baseline in western
Uganda.
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2.0
FINDINGS
A.
GENERAL INFORMATION
2.1
Gender
2.1.1
Respondents by Gender
It had been anticipated that each of the training would comprise at most 30 people in each
of the districts on western Uganda. The total number of people who turned up for the
trainings in the western region was 154 indicating a 3% increment in the total number of
trainees. This indicates an overwhelming demand for the course although the resources
allocated to each training were not sufficient to cater for all the participants who desired to
attend. However, for this training to have a longlasting impact on the rural population and
also reduce environmental degradation there is need to have a wider participation.
Figure 1: Gender
44%
56%
Male
Female
Figure 1 above shows that 56% of the total number of trainees were male and 44% female.
An aggregation of the participants per district is provided in 2.1.2 below.
2.1.2
Gender by district
Kamwenge district had a total of 31 respondents of which 87% were male and 13% female.
Kabarole district registered the highest number of female respondents (66%) in the
western region whereas Rukungiri and Kabarole districts registered the lowest number of
male participants. Figure 2 below shows the gender distribution by district.
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Figure 2: Gender distribution by District

90
80
Percentage value
70
60
50
Male
40
Female
30
20
10
0
Bushenyi
2.1.3
Kabarole
Kamwenge
District
Kasese
Rukungiri
Respondents by age
The age of the participants ranged from 18 to 73 years and the sample was 56% male. Age
differences have an effect on the learning ability, work rate/ energy levels, focus and future
adaptability of the technology. Since the equipment used for charcoal briquette making
required a lot of energy, it was important to have more male participants in the training.
Across the western region, 55% of the training participants were between the ages of 18
and 40 years. See table 23 in the appendix.
Figure 3 below shows that Kabarole and Kasese districts registered the highest number of
respondents between the age of 21 and 30 years. The highest number of persons aged
61years and above was observed in Rukungiri district comprising 19% of the total
respondents in that district.
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Figure 3: Respondents by district and age

50
45
40
35
below 20
30
21-30
25
31-40
20
41-50
15
51-60
10
61 and above
5
0
Bushenyi
Kabarole
Kamwenge
Kasese
Rukungiri
District
The average age in descending order was highlighted as follows: Rukungiri district (49
years), Kamwenge district (41 years), Bushenyi district (38 years), Kasese district (37
years) and Kabarole district (35 years). The age of the participants is expected to have a
very huge impact on uptake of new technologies and project performance. See table 22 in
the appendix
B. ENERGY SOURCES
2.2
Sources of energy used for cooking
2.2.1
Sources of energy used for cooking by district
Prior to the training, the trainees were prompted to indicate the sources of energy they use
in their households for cooking on a daily basis. A total of 132 trainees responded to this
question across the five (5) districts of western Uganda. 69% of the respondents indicated
that they use wood fuel, 12% charcoal, 18% charcoal and wood fuel, and less than 1% use a
combination of wood, charcoal and electricity for cooking.
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Table 1: Sources of energy used for cooking by district

District
Charcoal
Wood
Charcoal
and wood
Wood,
Charcoal and
electricity
Total
Bushenyi
12%
88%
0%
0%
100
Kabarole
4%
81%
11%
4%
100
Kamwenge
17%
60%
23%
0%
100
Kasese
23%
57%
20%
0%
100
Rukungiri
7%
60%
33%
0%
100
It is therefore evident that over 99% of the respondents depend on either charcoal or wood
fuel for cooking. This problem has been elevated by the current electricity shortages, poor
rural electrification and lack of cheaper substitutes for cooking.
2.2.2
Highest formal qualification and source of energy used for cooking
Further assessment of the relationship between the level of education and the source of
energy shows that the highest numbers of wood fuel users were Olevel certificate holders
49% (44 people). Although, the sample is not representative enough to give a clear picture
of the actual situation, it is believed that the level of education greatly contributes to the
type of energy used for cooking i.e. people with higher levels of education (degree and
above) use less wood fuel as compared to those at a lower level of education. However,
statistics from this survey indicated that the level of education does not impact on the type
of energy used for cooking. It is basically the location, culture/ tradition in that area and the
ease of access to the different sources of energy. For instance, Uganda is currently facing a
lot of challenges in her electric energy sector making its access, availability and
affordability difficult to her citizens. In this regard, people have resorted to usage of
charcoal fuel for cooking in the urban areas and mainly wood fuel in the rural areas.
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Table 2: Highest formal Qualification and Sources of energy used for cooking
Charcoal
Highest
Charcoal
Wood
wood
and electricity
Total
12
Diploma
14
21
A level
12
O level
44
11
61
Primary
17
23
16
89
23
129
Formal Degree
Qualification
and Wood, Charcoal
Total
2.2.3 Amount of wood fuel used and sources

Table 3 below shows the amounts of charcoal or wood fuel used by the survey respondents
and the sources. The results indicate that 88% of the respondents cut trees in order to
obtain charcoal or wood fuel for cooking. Although, only 12% of the respondents indicated
that they buy the charcoal or wood fuel from the market, the fact remains that there is
environmental degradation due to deforestation. It is also interesting to note that almost
the entire sample population depends on either wood fuel or charcoal.
Table 3: Amount of charcoal / wood fuel used and its sources
Amount of charcoal/ wood fuel used
Sources of charcoal or wood fuel

Market
Cutting trees
Total
One - two bunches
11
13
One - two bags of charcoal
22
29
Three to five bunches
13
14
Small pickup truck of firewood
14
17
6 to 10 bundles
13
14
10 to 20 bundles
21
22
Difficult to estimate
21
22
Total
16
115
131
Percentages
(12%)
(88%)
(100)
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10
The differences in purchasing power could account for the low percentage of the sample
population that purchases wood fuel and charcoal from the market.
C.
AGRICULTURAL PRODUCTION AND ENVIRONMENTAL PROTECTION
2.3
Type of crops grown on the farm
2.3.1
Type of crops grown by district
In the western part of Uganda, the majority of the population is engaged in mixed farming.
The biggest percentage of the sample population is engaged in the plantation of legumes,
cereals and annual crops. Among the leguminous crops, the following were grown; beans,
groundnuts, peas and soybeans; the cereals include; millet, sorghum, wheat and maize; the
annual crops include; bananas, and the tubers grown include; cassava, potatoes, etc.
Figure 4 below shows that Kasese grows the largest combination of cerials, legumes, tubers
and annual crops. However, this is largely influenced by the amount of maize production in
the district. Kasese district is the largest maize production center in the whole of Uganda. In
the case of Bushenyi, kabarole, Kamwenge and Rukungiri, the values are widely influenced
by banana production.
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Figure 4: Type of crops grown by district
100
90
Legumes only
80
Fruit trees only
Percentage value
70
60
Cerials, legumes,
tubers and annual
crops
Perenial crops
50
40
Cerials Only
30
20
Missing value
10
0
Bushenyi
Kabarole
Kamwenge
Kasese
Rukungiri
District
Its noteworthy that across the entire western region, a very small percentage of the sample
population in engaged in the production of a single crop. Single crop producers are mainly
large scale producers. It is a fact that over 75% of the Ugandan population is engaged in
agriculture and mainly subsistence agriculture. As a means of ensuring survival, all edible
crops are grown on the same plantation.
2.4
Agricultural waste disposal
2.4.1
Disposal of agricultural waste on the farm
Poor agricultural waste disposal partly contributes to environmental degradation through

acts such as burning of residues. Figure 5 below shows that 21% of the respondents burn
the waste agricultural residues, 52% use them for mulching, 11% decompose them, 8% use
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12
the agricultural waste to feed their animals, 1% indicated that they had no waste and 7%
did not respond to the question.
Figure 5: Disposal of agricultural waste
Feeding animals
and making
organic manure
8%
No waste
1%
Missing value
7%
Decomposing pit
11%
Mulching
52%
Burning
21%
2.4.2
Agricultural waste disposal by district
Figure 6 below provides a district by district analysis of the disposal of agricultural waste.
It shows that apart from Kasese, the other four districts use mulching as the main form of
agricultural waste disposal. In Kabarole district, mulching stands at 73%, 68% in
Rukungiri, 43% in Kamwenge, 39% in Bushenyi and 35% in Kasese. Kamwenge and Kasese
districts have the highest percentages of agricultural residual burning. This can be
explained by the type of crops grown in these districts. Both districts grow vast amounts of
maize and for a long time they didnt have any use for the residues apart from burning
them to prepare the land for the following season.
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13
Figure 6: Agricultural waste disposal by district

80
Percentage values
70
60
Mulching
50
Burning
40
Decomposing pit
30
Feeding animals and

making organic manure
20
No waste
10
Missing value
0
Bushenyi
Kabarole Kamwenge
District
Kasese
Rukungiri
2.5
Environmental control methods
2.5.1
Methods used to control soil erosion and environmental degradation
Decisions regarding appropriate crop rotation, cover crops, and windbreaks are central to
the ability of surface soils to retain their integrity, both with respect to erosive forces and
chemical change from nutrient depletion. Specifically, methods such as growing trees to act
as wind breaks are very essential to the overall environmental conservation in the country.
However, results from this baseline survey indicate that the majority of the respondents
(43%) in western Uganda use mulching on their farms to control soil erosion, only 15%
grow trees, 13% use either treads and trenches or crop rotation and terracing and 10% do
not use any method to protect the environment.
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14
Figure 7: Methods used to control soil erosion and Environmental Degradation

Missing value
6%
None
10%
Put Treads and

trenches
13%
Growing trees
15%
2.5.2
Crop rotation
and terracing
13%
Mulching
43%
Methods used to control soil erosion and environmental degradation by district
Figure 8 below shows that mulching is the most used method for controlling soil erosion in
western Uganda. In Kabarole and Rukungiri districts, mulching is closely followed by crop
rotation and terracing given the nature of the landscape in those areas. Treads and
trenches are also very widely used in this region. Tree growing as a method of
environmental management was found very popular in the districts of Kabarole,
Kamwenge, Kasese and Rukungiri. This is however still at a very low scale. These
percentage values can also be explained by the geographical nature of the land terrain in
these districts (highlands).
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Figure 8: Methods used to control soil erosion and environmental degradation by district
60
Percentage value
50
40
Crop rotation and terracing
30
Mulching
Growing trees
20
Put Treads and trenches

None
10
Missing value
District
2.6
Number of workers employed on the farm
2.6.1
The number of workers employed on the farm
Seventy five (75) respondents indicated that they employ between 1 to 5 employees on
their farms, 32 respondents indicated that they do not employ anyone. Only two people
indicated that they employ between 16 to 30 people on their farms. This shows that the
majority of the agriculture undertaken in these areas is subsistence thus not requiring very
many employees. The size of the farm land determines the number of people employed on
that land. See figure 9 below
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16
Figure 9: Number of workers employed on the farm

80
70
Number of workers
60
50
40
Frequency
30
20
10
0
1 to 5
6 to 10 11 to 15
workers workers workers
2.6.2
None
Family
labour
16 to 30 Missing
workers value
Number of employees by district
In Bushenyi district, 56% of the respondents indicated that they do not employ anyone on
their farm whereas Rukungiri showed and 85% employment level of between 1 to 5 people
as shown in figure 10 below. Kasese district had the highest number of farmers employing
16 to 30 workers. This can be explained by the large acreage of maize farms and the labour
intensive methods used to harvest maize as compared to bananas that are grown in other
districts. Kabarole and Kamwenge districts indicate the highest percentages of use of
family labour with 35% and 9% respectively.
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Figure 10: Number of employees by district

90
80
Percentage value
70
1 to 5 workers
60
6 to 10 workers
50
11 to 15 workers
None
40
Family labour
30
16 to 30 workers
20
Missing value
10
0
Bushenyi
Kabarole
Kamwenge
Kasese
Rukungiri
District
2.7
Amount earned by employees on the farm
Across the five (5) districts in western Uganda, it is evident that 26% of the sample
population pays a maximum of Shs 50,000/= per month to their employees depending on
the size of the farm. Table 4 (see appendix) indicates that only 3.2% of the farmers pay their
employees between Shs 200,000 to Shs 500,000. Additionally, figure 11 below indicates
that Rukungiri district had the highest percentage (52%) of the employees earning
between Shs 60,000 and Shs 100,000 per month. There were very few participants who
indicated that they paid their employees between Shs 200,000 and Shs 500,000. These
were mainly envident in Rukungiri (13%), Kasese (4%) and Kamwenge (3%) districts.
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Figure 11: Amount earned by employees per district

70
Percentage values
60
50
0 to 50,000
60,000 to 100,000
40
100,000 to 150,000
160,000 to 200,000
30
200,000 to 500,000
20
Not Applicable
Missing value
10
0
Bushenyi
Kabarole
Kamwenge
Kasese
Rukungiri
District
2.8
Sources of income
2.8.1
Other sources of income
Figure 12 below indicates that 56% of the survey respondents do not entirely depend on
their farm lands for survival but undertake other jobs to fill the income gap. The findings
indicate that 33% have full time and part time jobs where they earn a monthly income.
Some of the jobs highlighted by the respondents in this line include; development workers,
agricultural officers/ extension workers, district environmental officers, teachers, etc.
Others are self employed with mechanics averaging 4%, tailoring at 3% and those
undertaking private business at 16%.
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Figure 12: Other Sources of Income

Figure 12: Other Sources of Income
2%
33%
Monthly salary
42%
Mechanic
Tailoring
Business
Not applicable
16%
3%
2.8.2
4%
Missing value
Other sources of income by district
Figure 13 below shows that Kabarole (62%), Kamwenge (63%) and Rukungiri (56%)
districts have the highest percentages of respondents with incomes that do not directly
arise from their farmlands. Kasese district shows the highest number of dependants on
farmland agriculture of 65%. It should be noted that this value could have been influenced
by the mode of selection of survey participants.
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20
Figure 13: Other sources of income by district

70
Percentage value
60
50
40
Yes
30
No
20
Missing
Value
10
0
Bushenyi
Kabarole
2.9
Total monthly income
2.9.1
Total monthly income
Kamwenge
District
Kasese
Rukungiri
To support the monitoring and evaluation of project performance, the survey sought to
assess the amount of money earned by the respondents from both farm production as well
as other income sources in order to guide future changes in income due to charcoal
briquette production. Table 5 below shows that 48% of the respondents earned between
Shs 100,000 and Shs 300,000 per month, 14% earned between Shs 400,000 and Shs
1,000,000, and other were negligible.
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Table 5: Total monthly income

Cumulative
Frequency
Vali 100,000 to 300,000
d
Percent
Valid Percent
Percent
74
48.1
59.7
59.7
22
14.3
17.7
77.4
1,100,000 to 2,000,000
.6
.8
78.2
2,100,000 to 3,000,000
.6
.8
79.0
3,100,000 and above
1.3
1.6
80.6
24
15.6
19.4
100.0
124
80.5
100.0
30
19.5
154
100.0
400,000 to 1,000,000
Missing value
Total
Missing System
Total
2.10 Understanding of scientific terms

2.10.1 Understanding of climate change, deforestation and global warming
Before the training was undertaken, participants were asked questions relating to their
knowledge on climate change, deforestation and global warming. Fifty nine percent (59%)
of the respondents showed a great understanding of deforestation and 37% climate
change. Among these respondents there are a few who could not easily define the terms
that they had indicated familiarity with. This is evidenced by the fact that only 3% though
that deforestation does not contribute to climate change.
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22
Figure 14: Understanding of climate change, deforestation and global warming

2% 2%
37%
Climate change
Deforestation
59%
Global warming
Missing value
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23
D. CHARCOAL BRIQUETTES
3.0
KNOWLEDGE AND SOURCE OF INFORMATION ON CHARCOAL BRIQUETTES
Wood charcoal is a major fuel in urban and rural dwellings. The use of charcoal is
widespread in Uganda and other parts of Africa and it is also one of the main sources of
income for the rural population staying near forests. However, its use is a contributor to
deforestation and environmental degradation/ climate change. Charcoal briquettes are
little known in Uganda. The technology has the potential to become a major source of
income for people/ families who adopt the skills to manufacture the briquettes and also for
those who supply the raw materials. This simple technology is being seen as a means to
reduce poverty levels and create jobs. The necessary materials such as banana skins, saw
dust etc are readily available anywhere in the country. The use of briquettes could also lead
to the widespread use of improved energy saving stoves made from clay.
3.1
Knowledge of charcoal briquettes production
Charcoal briquettes production is a slightly new technology in Uganda and especially in the
rural areas. In the urban centers (especially the capital city), charcoal briquettes are
available in most of the large supermarkets though it is imported from Kenya and South
Africa. Despite its availability in these supermarkets, knowledge of its performance,
advantages and impact on their livelihoods are not readily available.
Figure 15: Knowledge of charcoal briquettes
Yes
No
Missing value
3%
34%
63%
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24
It is therefore not surprising that the majority of the respondents (63%) had never heard
about charcoal briquettes, its application and structure.
3.2
Source of information about charcoal briquettes
Of the 34% who had heard about charcoal briquettes production, 79% had heard it from
the Uganda National Council for Science and Technology (UNCST). However, this does not
presuppose that these respondents knew or had ever visited the UNCST, but that they had
been informed about the UNCSTs intent to train them in regard to this technology.
Figure 16: Source of knowledge about charcoal briquettes
80
70
60
50
40
30
Yes
20
10
0
The Other sources include; newspapers, Appropriate Rural Technology Institute - Uganda
(ARTI), farmers associations and other countries.
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3.3
Use of charcoal briquettes
Over 90% of the respondents indicated that they had never used charcoal briquettes. A
very small percentage (3%) indicated that they had used charcoal briquettes before the
training. Among these, 50% though charcoal briquettes were more economical than wood
fuel, 33% thought it was less tiresome and 17% thought that charcoal briquettes are better
and that they save time.
Figure 17: Comparison of charcoal briquettes to wood fuel
0%
17%
Charcoal is better and saves
time
50%
33%
Not tiresome compared to

wood charcoal
More economical
0%
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E. TRAINING
4.0
TRAINING EFFECTIVENESS
After the four days of training, the participants were requested to assess the entire training
and the trainers. The basic components that were reviewed during this survey were,
training objectives, effectiveness of the course trainers, effectiveness of presentations and
the overall rating of both the trainers and the course.
4.1
Clarity of the training objectives
The objectives of the training included the following; a) introduce participants to

sustainable energy for cooking, b) understanding environmental concerns, c) practical
equipment fabrication and design, d) practical training in charcoal briquettes making, e)
Skills in marketing and packaging of charcoal briquettes. Table 6 below indicates that
almost 100% of the respondents either agreed or strongly agreed with the effectives of the
delivery of the training objectives.
Table 6: Clarity of the training objectives

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Agree
66
43.7
43.7
43.7
Strongly Agree
84
55.6
55.6
99.3
Missing value
.7
.7
100.0
151
100.0
100.0
Total
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4.2
Consistency of the course with the stated learning objectives
This question was included as a control variable to ensure that the learning objectives that
had been highlighted to the trainees at the beginning of the training were consistent with
what was eventually taught. Figure 18 below indicates that 94% of the respondents were in
agreement with the consistency of the course to the learning objectives. Only 2% of the
respondents disagreed with this notion where as 4% were neutral.
Figure 18: Course was consistent with the learning objectives
2% 4%
42%
Disagree
Neutral
52%
Agree
Strongly Agree
4.3
Course Covered issues of climate change, deforestation and global warming
The course was meant to train participants in climate change, deforestation and global
warming. It had been assumed that most of the participants did not have any idea as
regards to these terms. A detailed explanation as regards these terminologies was provided
to the participants during the training.
| Western Uganda
28
Figure19: Course covered issues of climate change
3%
7%
4%
7%
Strongly Disasgree
Disagree
29%
50%
Nuetral
Agree
Strongly Agree
Missing values
Figure 19 above shows that 79% of the participants agreed to the fact that the issues of
climate change, deforestation and global warming had been covered during the training
sessions.
4.4
Course covered environmental issues
The course was meant to address a multitude of environmental issues including; types of
soils, deforestation and afforestation, wetlands management, water and air pollution, types
of trees and their uses, techniques used for tree planting and where to establish trees on
the farm.
| Western Uganda
29
Table 7: The course covered environmental issues

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Strongly Disagree
1.3
1.3
1.3
Disagree
2.6
2.6
4.0
Nuetral
6.0
6.0
9.9
Agree
65
43.0
43.0
53.0
Strongly Agree
66
43.7
43.7
96.7
Missing values
3.3
3.3
100.0
151
100.0
100.0
Total
Table 7 above indicates that over 87% of the respondents had been taught all the
environmental issues that have been highlighted above. There was a very negligible
percentage of approximately 4% that disagreed with this notion.
4.5
Practical charcoal briquette manufacturing and equipment fabrication
Charcoal Briquettes manufacture is a practical hands-on activity where trainees are

imparted with the practical skills necessary for the making of the Kiln, Charring the
agricultural waste, mixing the Char into a paste and producing the Briquettes using an
Extruder. The aspects covered under this include; how to fabricate the charring kiln and
extruder, tools required for fabrication, and fabrication of the briquette extruder.
| Western Uganda
30
Figure 20: Practical charcoal briquette manufacturing and equipment fabrication
1%
7%
25%
Nuetral
Agree
Strongly Agree
67%
Missing values
Figure 20 above shows 92% of the respondents had participated and practically fabricated
the charring kiln and extruder. 7% of the respondents could neither agree nor disagree
with this notion. This is possibly due to the fact that there were only 3 kilns to be fabricated
and the participants were 30 in total and at time more. Therefore some of the participants
may have participated through observation but not practically undertaking the fabrication.
4.6
Course covered issues of entrepreneurship
Uganda is one of the countries with the highest entrepreneurial ability although most of the
business start-ups do not live to see their first birthday. Some of the key components in
maintaining and sustaining a business include; marketing, book keeping, quality control
and proper management. During the course, participants covered various aspects relating
to how to start a charcoal briquette production business, training manpower, maintenance
and production of quality briquettes, packaging and marketing of charcoal briquettes.
Although these were covered during the training, only 56% of the respondents appeared to
be in agreement with the fact that they had benefit from such knowledge. Figure 21 below
also shows that 17% of the respondents were in disagreement and 11% neutral.
| Western Uganda
31
Figure 21: Course covered issues of entrepreneurship

4%
16%
13%
Strongly Disagree
11%
Disagree
Nuetral
27%
Agree
29%
Strongly Agree
Missing values
4.7
Overall effectiveness of the training objectives
Among the respondents who strongly disagreed with the effectiveness of the training, 8%
indicated that they did not learn about book keeping, 5% indicated that the marketing
component had not been taught and 2% indicated that issues of climate change had not
been taught. The underlying fact in this regard, is that the second questionnaire was
administered just before the closing ceremony where marketing, book keeping and quality
control were taught. It is therefore true that by the time they answered this questionnaire,
they had not yet comprehensively covered the marketing component.
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32
F. EFFECTIVENESS OF THE COURSE TRAINERS

5.0
EFFECTIVENESS OF COURSE TRAINERS
The training was conducted by Appropriate Rural Technology Institute (ARTI) and Uganda
National Farmers Federation (UNFFE). During the training, various kinds of materials were
used to convey the message to the participants including; handouts, PowerPoint,
microphones and other practical materials. The trainers also tried as much as possible to
provide appropriate examples, translate the presentation and also motivate the
participants.
Figure 22: Effectiveness of the Course trainers
2%
Satisfied
98%
Not motivated to incorporate

new ideas into practice
Figure 22 above shows that 98% of the respondents were satisfied with effectiveness of the
course trainers and the approach they used in training the participants. Tables 8, 9, 10, 11,
12 and 13 in the appendix provide a detailed analysis of the various variables that were
analyzed under the effectiveness of the training presentations.
| Western Uganda
33
G. EFFECTIVENESS OF PRESENTATIONS
6.0
EFFECTIVENESS OF TRAINING PRESENTATION
At the beginning of the training, participants had were told that the training material would
be provided in multiple formats, that they would practically participate in manufacturing
charcoal briquettes, the training materials would be sufficient and available to every
participant and that the training would be interactive.
Accordingly, 97% of the
respondents showed great satisfaction with the effectiveness of the presentations made
during the training. Some respondents indicated that they had not been put in groups (1%),
others did not practically participate in the making of charcoal briquettes and others
thought it was not interactive because of the language barriers.
Figure 23: Effectiveness of the training presentations
1%
1%
1%
Satisfied
Not put in discussion groups
Did not practically participate

in the making of charcoal
briquettes
97%
Not interactive because of the

language barrier
Tables 14, 15, 16 and 17 in the appendix provide a detailed analysis of the various variables
that were analyzed under the effectiveness of the training presentations.
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34
H.
PARTICIPANTS COMMENTS
7.0
PARTICIPANTS COMMENTS
7.1
Key training aspects
At the end of the training all the participants were availed an opportunity to comment on
the training aspects they considered more important to them. 31% of the respondents
indicated that all the training aspects from the trial stage, kiln fabrication to the production
of charcoal briquettes were helpful, 33% showed more interest in making charcoal for
cooking, 16% were interested in the manufacture of possibilities of saving energy and
preserving the environment through making charcoal briquettes, 7% were surprised with
how agricultural waste can be turned into money, and 2% the raw materials that were used
in the production of charcoal briquettes. There was also a small percentage (0.7%) of the
respondents who though that because charcoal can be made at home, it would help prevent
their girls from getting defiled while fetching firewood. See table 18 in appendix.
7.2
Training aspect that need to be changed
In order to make the training more effective and efficient, participants were requested to
indicate the various aspects of the training that they thought should be changed. Although
the majority of the respondents (34%) thought that the training had been well organized
and nothing needed to be changed, 14% thought that the language of communication
should be changed to their local dialect to ease communication, 12% indicated that there is
need to use electronic equipment for production of charcoal briquettes in order to hasten
the process and also increase productivity, 11% indicated that there is need to train more
people so that work can be done more easily, 7% thought that the time given to the training
was too short and needed to be extended to allow enough practice for the participants and
1.3% thought that there was need to focus on energetic youth because making briquettes
requires a lot of energy. See table 19 in the appendix.
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35
7.3
Application of the knowledge gained from the training
In order to ensure that the knowledge gained by the participants does not go to waste and
also provided a benchmark for future monitoring and evaluation, participants were asked
to indicate how their proposals on the application of the knowledge they had gained. 25%
of the participants indicated that they would mobilize other farmers in the district to
undertake charcoal briquette production, 19% indicated that they would sensitize people
about the dangers of cutting down trees for charcoal, and 15% indicated that they would
start small businesses for charcoal briquette manufacturing. See table 20 in appendix.
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36
8.0
CONCLUSION
The findings from the survey indicate that wood and charcoal are consumed by the
majority of the people in rural areas irrespective of the levels of education, age or
occupation. This raise complex issues with regard to uncertainty in the actual consumption,
demand and sustainability of the forest resources. The growing dependence on wood and
charcoal coupled with the depletion of forests changes in the weather patterns with
adverse ecological consequences (like loss of biodiversity, release of carbon dioxide into
the atmosphere, drought and soil erosion). To complicate the matters further for policy, the
patterns of wood fuel use vary widely (between urban and rural) along with the causes of
scarcity and the degree to which people get affected.
New techniques such as those that relate to making charcoal briquettes from agricultural
waste material provide an opportunity for the country to change the fortunes of the
environment. The charcoal briquette making technology was a welcome idea among all the
participants, the environmentalists who viewed this technology as an avenue to reduce
deforestation and the entrepreneurs who viewed this as an opportunity to gain income
from agricultural waste.
Despite the number of people trained, this initiative promises a greater positive impact on
the environment. To realize this objective, the few people who have been trained by the
project should be supported and continuously facilitated to reach out and impact on other
community members.
| Western Uganda
37
9.0
APPENDIX
9.1
List of tables
Table 4: Average amount earned by employees

Average amount earned
Frequency
Percent
0 to 50,000
40
26.0
60,000 to 100,000
26
16.9
100,000 to 150,000
2.6
160,000 to 200,000
2.6
200,000 to 500,000
3.2
Not Applicable
45
29.2
Missing value
.6
Total
125
81.2
System
29
18.8
154
100.0
Total
Table 8: Provided a well-organized presentation

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Strongly Disagree
.7
.7
.7
Disagree
.7
.7
1.3
Neutral
2.0
2.0
3.3
Agree
59
39.1
39.1
42.4
Strongly Agree
78
51.7
51.7
94.0
Missing values
6.0
6.0
100.0
151
100.0
100.0
Total
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Table 9: communicated material in very clear and simple language

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Neutral
11
7.3
7.3
7.3
Agree
71
47.0
47.0
54.3
Strongly Agree
60
39.7
39.7
94.0
Missing values
6.0
6.0
100.0
151
100.0
100.0
Total
Table 10: Provided appropriate examples

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Disagree
.7
.7
.7
Neutral
4.6
4.6
5.3
Agree
59
39.1
39.1
44.4
Strongly Agree
72
47.7
47.7
92.1
Missing Values
12
7.9
7.9
100.0
151
100.0
100.0
Total
Table 11: Motivated me to incorporate new ideas into practice

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Strongly Disagree
1.3
1.3
1.3
Disagree
.7
.7
2.0
Neutral
2.6
2.6
4.6
Agree
68
45.0
45.0
49.7
Strongly Agree
60
39.7
39.7
89.4
Missing Values
16
10.6
10.6
100.0
151
100.0
100.0
Total
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Table 12: Would recommend this training to other farmers

Cumulative
Frequency
Valid
Strongly Disagree
Percent
Valid Percent
Percent
.7
.7
.7
Agree
40
26.5
26.5
27.2
Strongly Agree
95
62.9
62.9
90.1
Missing values
15
9.9
9.9
100.0
151
100.0
100.0
Total
Table 13: Trainer was very friendly and encouraging

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Disagree
.7
.7
.7
Neutral
1.3
1.3
2.0
Agree
43
28.5
28.5
30.5
Strongly Agree
92
60.9
60.9
91.4
Missing Values
13
8.6
8.6
100.0
151
100.0
100.0
Total
Table 14: Material was presented in multiple formats

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Strongly Disagree
2.0
2.0
2.0
Diasagree
.7
.7
2.6
Neutral
5.3
5.3
7.9
Agree
54
35.8
35.8
43.7
Strongly Agree
66
43.7
43.7
87.4
Missing values
19
12.6
12.6
100.0
151
100.0
100.0
Total
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Table 15: Practically participated in the manufacturing of briquettes

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Strongly Disagree
1.3
1.3
1.3
Neutral
.7
.7
2.0
Agree
43
28.5
28.5
30.5
Strongly Agree
90
59.6
59.6
90.1
Missing values
15
9.9
9.9
100.0
151
100.0
100.0
Total
Table 16: Training material was sufficient and available

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Disagree
1.3
1.3
1.3
Neutral
.7
.7
2.0
Agree
50
33.1
33.1
35.1
Strongly Agree
81
53.6
53.6
88.7
Missing values
16
10.6
10.6
99.3
.7
.7
100.0
151
100.0
100.0
44
Total
Table 17: Training was very interactive

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Strongly Disagree
1.3
1.3
1.3
Disagree
2.0
2.0
3.3
Neutral
2.6
2.6
6.0
Agree
43
28.5
28.5
34.4
Strongly Agree
80
53.0
53.0
87.4
Missing values
19
12.6
12.6
100.0
151
100.0
100.0
Total
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Table 18: What aspects of the training were more helpful to you and why?
Cumulative
Frequency
Valid
Manufacturing briquettes
Percent
Valid Percent
Percent
24
15.9
15.9
15.9
47
31.1
31.1
47.0
2.0
2.0
49.0
10
6.6
6.6
55.6
49
32.5
32.5
88.1
17
11.3
11.3
99.3
.7
.7
100.0
151
100.0
100.0
because it will save energy

and also preserve the
environment
All aspects were helpful
from the trial stage to the
production of charcoal
briquettes
Raw materials that were
used
Changing agricultural
waste into money
Making charcoal for
cooking
Missing value
Charcoal can be made at
home and prevent our girls
from getting defiled while
fetching firewood
Total
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Table 19: What aspects of the training need to be changed or improved and Why?
Cumulative
Frequency
Valid
Use of electronic equipment
Percent
Valid Percent
Percent
18
11.9
11.9
11.9
51
33.8
33.8
45.7
1.3
1.3
47.0
21
13.9
13.9
60.9
4.0
4.0
64.9
17
11.3
11.3
76.2
Missing value
23
15.2
15.2
91.4
Time given to the training is
11
7.3
7.3
98.7
1.3
1.3
100.0
151
100.0
100.0
for production of briquetes

None
Need to change the size of the
kiln so as to produce large
quantities of char powder
Language
Kiln making. The participants
were more than the number of
kilns, so everyone could not
effectively participate
Train more people so that
work can be done easily
too short and should be

extended
Focus on energetic youth
because making briquettes
requires alot of energy
Total
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Table 20: How will you apply what you've learned in this workshop?
Cumulative
Frequency
Valid
Mobilise farmers in the
Percent
Valid Percent
Percent
37
24.5
24.8
24.8
28
18.5
18.8
43.6
22
14.6
14.8
58.4
2.0
2.0
60.4
Use technology in my area
32
21.2
21.5
81.9
Missing value
27
17.9
18.1
100.0
149
98.7
100.0
1.3
151
100.0
district to do the same

Sensitise people about the
dangers of cutting trees for
charcoal purposes and train
othershow to use this
technology
Start small business for
manufacturing briquettes
Train students to start
using charcoal briquettes
and manufacture them
Total
Missing
System
Total
Table 21: age_group

Cumulative
Frequency
Valid
below 20
Percent
Valid Percent
Percent
1.9
1.9
1.9
21-30
45
29.2
29.2
31.2
31-40
37
24.0
24.0
55.2
41-50
38
24.7
24.7
79.9
51-60
20
13.0
13.0
92.9
61 and above
11
7.1
7.1
100.0
154
100.0
100.0
Total
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44
Table 22: Average Age of respondents

District
Mean
Std. Deviation
Bushenyi
37.97
29
11.391
Kabarole
35.14
29
10.384
Kamwenge
41.23
31
13.460
Kasese
37.33
33
11.329
Rukungiri
48.50
32
13.588
Total
40.14
154
12.863
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45
9.2
Survey Instruments
9.2.1 Questionnaire 1: Baseline information
UGANDA NATIONAL COUNCIL FOR SCIENCE AND

TECHNOLOGY (UNCST)
CHARCOAL BRIQUETTES PROJECT BASELINE SURVEY QUESTIONNAIRE
SECTION 1: PARTICIPANTS PARTICULARS

Name:
Gender: .
Age: ..
District: .
Occupation: ...
Highest formal qualification:
Date of survey: .
Uganda National Council for Science and Technology (UNCST)

Plot 6, Kimera Road, Ntinda
P. O. Box 6884, Kampala, Uganda
Tel: +256 414 705 500
Fax: +256 414 234 579
Email: info@uncst.go.ug
Website: www.uncst.go.ug
| Western Uganda
46
SECTION 2: ENERGY SOURCES

Qn1. Which of the following sources of energy do you use for cooking on a daily basis?
Tick appropriately
Charcoal
Wood
Biogas
Electricity Solar
Gas
Others, specify..
a) If you use charcoal or wood fuel, please state where these are obtained from.
b) How much of charcoal or wood do you use on a daily basis/ monthly

.............................................................................................................................
c) If the charcoal or wood fuel is bought from the market, please state at how much each
of these is obtained
.
SECTION 3: AGRICULTURAL PRODUCTION AND ENVIRONMENTAL PROTECTION

Qn2a) What type of crops do you grow on this farm?
............................................................................................................................
b) How do you dispose off agricultural waste from this farm?
...........................................................................................................................
c) How much output do you produce per month (quantities)?
............................................................................................................................
d) Are there any methods that you have developed/ used to control soil erosion/
environmental degradation on your farm? If yes, explain
..........................................................................................................................
Qn3a) How many workers are employed on your farm?
..........................................................................................................................
b) If you have employees on this farm, how much do they earn on a monthly basis?
Qn4a) Do you have any other sources of income other than farming?
Yes
No
b) If yes, please explain.

| Western Uganda
47
c) At how much do you sell your output? ..

d) What is your total income on a monthly basis?
...........................................................................................................................
5a) Which of the following terms are you familiar with? (tick all that are applicable)
Climate change Deforestation
Global warming
b) Explain what you understand by the term(s) you have ticked in 5a above
..
c) Do you think deforestation contributes to climate change? Yes No
SECTION 4: CHARCOAL BRIQUETTES

Qn6a) Have you heard about charcoal briquettes?
Yes
No
b) If yes, please state source

c) Have you used charcoal briquettes before?
Yes
No
d) If yes, how would you compare them with wood charcoal?
| Western Uganda
48
9.2.2 Questionnaire 2: Training evaluation
UGANDA NATIONAL COUNCIL FOR SCIENCE AND

TECHNOLOGY (UNCST)
CHARCOAL BRIQUETTES PROJECT TRAINING EVALUATION QUESTIONNAIRE
PARTICIPANTS PARTICULARS
Name:
Gender: .
Age: ..
District: .
Occupation: ...
Highest formal qualification:
Date of survey:
Uganda National Council for Science and Technology (UNCST)

Plot 6, Kimera Road, Ntinda
P. O. Box 6884, Kampala, Uganda
Tel: +256 414 705 500
Fax: +256 414 234 579
Email: info@uncst.go.ug
Website: www.uncst.go.ug
| Western Uganda
49
TRAINING EVALUATION
For each question, please check the box under the number that best represents your
assessment of the training course. Your assessment of this training event will help us plan
future charcoal briquette training programs. Thank you!
SECTION 1: TRAINING OBJECTIVES
1a) Tick as appropriate on the effectiveness of training objectives
1. The training Objectives were made clear to me
Strongly
Disagree
1
Disagree
Neutral
Agree
Strongly
Agree
5
2. The Course was consistent with the stated

Learning Objectives
3. All of the Learning Objectives were met
4. The Course covered issues of Climate change,

deforestation and global warming
5. The Course covered environmental issues (tree

planting, wetlands, forests, pollution, etc)
6. During the Course, we conducted practical

charcoal briquette manufacturing and equipment
fabrication
7. The Course covered issues of entrepreneurship

(marketing, storage, book keeping, etc)
b) If you strongly disagree with any of the above statements, please explain
SECTION 2: EFFECTIVENESS OF THE COURSE TRAINERS
2a) Please rate the effectiveness of the course trainers on a scale of

below
1. Provided a well organized presentation
Strongly
Disagree
1
Disagree
2
1 5 on the issues
Neutral
3
Agree
4
| Western Uganda
Strongly
Agree
5
50
2. Communicated material in very clear and

simple language
3. Provided appropriate examples
4. Motivated me to incorporate new ideas into

practice
5. Trainer was very friendly and encouraging
6. I would recommend this training to other
farmers
SECTION 3: EFFECTIVENESS OF PRESENTATIONS
3a) Please rate the effectiveness of the presentations on a scale of

below
1. Material was presented in multiple formats

(lecture, discussions, small discussion groups,
power points, etc)
2. We all practically participated in the
manufacturing of charcoal briquettes
3. Training material was sufficient and available
Strongly
Disagree
1
4. Training was very interactive
Disagree
1 5 on the issues
Neutral
Agree
Strongly
Agree
5
..
SECTION 4: OVERALL RATINGS
4) Please rate the trainer and course on a scale of

Strongly
1-5
Disagree
Neutral
Agree
| Western Uganda
Strongly
51
1. Overall rating of the trainer

2. Overall rating of the course
Disagree
1
Agree
5
SECTION 5: PARTICIPANT COMMENTS

5a). What aspects of the training were most helpful for you? Why?
b) What aspects of the training need to be changed or improved? Why?
c) How will you apply what youve learned in this workshop? Please provide at least
two specific examples.
| Western Uganda
52

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CHARCOAL BRIQUETTES

PROJECT BASELINE SURVEY

CHARCOAL BRIQUETTES PROJECT BASELINE SURVEY REPORT

BASHIR RAJAB KAGERE

Charcoal Briquettes Baseline Survey Report

Charcoal Briquettes Baseline Survey Report

Objectives of the Project

The overall objective of the project is to contribute to improved livelihoods, generation of

Charcoal Briquettes Baseline Survey Report

Educating and sensitizing the people to the effects of Deforestation, Climate

Equipping selected trainees with knowledge and skills in manufacturing

Creating Entrepreneurs and Employment for mainly rural and semi-urban

Producing sample Charcoal Briquette making kilns, extruders and charcoal

1.3.1 Data collection

Charcoal Briquettes Baseline Survey Report

1.3.2 Data analysis

Charcoal Briquettes Baseline Survey Report

Charcoal Briquettes Baseline Survey Report

Figure 2: Gender distribution by District

Charcoal Briquettes Baseline Survey Report

Figure 3: Respondents by district and age

Sources of energy used for cooking

Sources of energy used for cooking by district

Charcoal Briquettes Baseline Survey Report

Table 1: Sources of energy used for cooking by district

Highest formal qualification and source of energy used for cooking

Charcoal Briquettes Baseline Survey Report

and Wood, Charcoal

2.2.3 Amount of wood fuel used and sources

Sources of charcoal or wood fuel

One - two bunches

One - two bags of charcoal

Three to five bunches

Small pickup truck of firewood

Charcoal Briquettes Baseline Survey Report

AGRICULTURAL PRODUCTION AND ENVIRONMENTAL PROTECTION

Type of crops grown on the farm

Type of crops grown by district

Charcoal Briquettes Baseline Survey Report

Figure 4: Type of crops grown by district

Agricultural waste disposal

Disposal of agricultural waste on the farm

Poor agricultural waste disposal partly contributes to environmental degradation through

Agricultural waste disposal by district

Figure 6: Agricultural waste disposal by district

Feeding animals and

Environmental control methods

Methods used to control soil erosion and environmental degradation

Charcoal Briquettes Baseline Survey Report

Figure 7: Methods used to control soil erosion and Environmental Degradation

Put Treads and

Methods used to control soil erosion and environmental degradation by district

Charcoal Briquettes Baseline Survey Report

Put Treads and trenches

Number of workers employed on the farm

The number of workers employed on the farm

Charcoal Briquettes Baseline Survey Report

Figure 9: Number of workers employed on the farm

Number of employees by district

Charcoal Briquettes Baseline Survey Report

Figure 10: Number of employees by district

Amount earned by employees on the farm

Charcoal Briquettes Baseline Survey Report