UNIVERSITY OF BUEA

FACULTY OF AGRICULTURE AND VETERINARY MEDICINE

DEPARTMENT OF ANIMAL SCIENCE

ANS402: FARM PRACTICE IN ANIMAL SCIENCE

A REPORT ON FARM PRACTICE IN ANIMAL SCIENCE CARRIED OUT ON

CORAF/WECARD INTEGRATED ADAPTIVE RESEARCH FARM

PRESENTED BY

COURSE INSTRUCTORS

DR. NGANTU HARRISON

DR. CHAM DAVID

DR, PAHAYE DAVID

DR. KUISSU M.

DR. VEMO

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 TABLE OF CONTENTS
SUMMARY.....................................................................................................................................3

INTRODUCTION...........................................................................................................................4

MAIN OBJECTIVE........................................................................................................................4

SPECIFIC OBJECTIVES................................................................................................................5

OBSERVATION.............................................................................................................................6

METHODOLOGY..........................................................................................................................9

RESULTS......................................................................................................................................11

DISCUSSION................................................................................................................................13

RECOMMENDATIONS...............................................................................................................14

LEARNING OUTCOMES............................................................................................................14

CONCLUSION..............................................................................................................................15

REFERENCE................................................................................................................................16

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 SUMMARY

ANS 402, FARM PRACTICE IN ANIMAL SCIENCE is a second semester course given to
level 400 students in the faculty of agriculture and veterinary medicine from the department of
animal science. It is meant to increase the knowledge, practical skills and experience of students
in integrated farming systems with primary focus on indirect integration. . ANS 402 practical
began on the 26th of March 2024 and ended on the 4th of May 2024 I encountered several
activities and I learnt a lot from them. The integrated farm has several components which are
interrelated to each other. The components of the CORAF and WECARD integrated farm
include; maggotory, fish pond, piggery, rabbitory, and the apiary. I saw a magotory which was
an Area used for maggot production in order to feed the fish, the fish ponds, indirect system of
piggery construction, the apiary which serve as a pollinating agent, and the goat unit. I heard
how the fish pond can be fertilized, how to check the quality of water in the pond, and how the
fish the fish are fed, and how to cultivate forages, the activities that was carried out in the pasture
field include land preparation, forage planting and weeding to prevent competition of nutrients
between weed and the forage crops. The forage, Brachiaria ruziensis was transplanted at a
planting distance of 30 by 50cm, the forage was removed from a previously cultivated land and it
was just transplanted to the field. I heard that the cultivated forages can be converted to hay and
silage, this was the planned activities we had but due to time constraints it was not carried out
successfully. I also saw the poultry bird which was reared in a deep litter system, wood shavings
were used as their beddings. at the apiary unit, I saw how a hive can be set up for honeybee
production, I saw the lands troth hive and the top bar hive at the farm store and was told on how
to differentiate the hives and I was also given the advantages of the lands troth over the top bar
hive. I learned that the lands troth hive is more advantageous because the broods can be added
after the previously added broods must have been colonized and that the combs of a lands troth
hive are movable and so honey can be removed from the honey combs and placed back into the
hive. I saw the two honey combs in the lands troth hive and the functions of these combs were
given to me by my course instructor. We carried out hive installation, two hives were installed at
the apiary. A practical exercise was also carried out on biomass productivity where the quadrant
was thrown at random and grasses collected and weighed. This study at the end was a success
because many of my expectations were attained though I really wanted to have a practical aspect
on hay and silage production.

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 INTRODUCTION

Integrated fish-rice-maize-piggery-poultry is a time honored practice in which resources are

effectively used interactively to maximize production. Integrated farm project in the university is
the bases of our field study. This project was funded by the World Bank through the west and
Central African Council for Agriculture research and Development (CORAF/WECARD). The
main principle guiding integrated fish-rice-maize-piggery and poultry systems is; diversification
of income, general spread of risk and efficient use of resources including, land labour etc.
Finally, recycling of plants and animal nutrients through waste utilization and hence the saying
“there is no waste and waste is only a misplaced resource which can become a valuable material
for a product.

I had expectations within this period which was; to be able to set up an apiary, to understand the
direct and indirect integration systems and how they are interrelated to each other. This report
describes the observations taken at the various units, the various activities carried out during this
period and the results obtained from the structures.

This activities were programmed to run from the 26th of March 2024 to the 4th of June 2024
under the supervision of our course instructors, our course instructors shared us into various
groups, group heads were appointed. The various activities encountered during this period was
site visitation, were we visited the different components found at the integrated farm, these
components include the piggery, apiary, poultry, maggoty, fish pond, and the feed mill. A
practical exercise was carried out on biomass productivity were a quadrant was thrown at
random, after throwing the grasses were cut and weighed to obtain the biomass productivity. The
course was a success as most of my activities were achieved.

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MAIN OBJECTIVE

The main objective of this course is to instill into students the ability to successfully integrate
livestock and crops with fish farming and to understand the correlation between them.

To create public awareness of the advantages of organic over inorganic or chemical practices in
integrated farming and all other farming systems in agriculture.

To help in the systematic disposal of animal wastes and maintaining a healthy environment

To guide students on the various steps for pasture establishment

SPECIFIC OBJECTIVES

To teach students on how an integrated farm operate and how nutrients are recycled in an
integrated.

To do proper management of the domestic animals.

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OBSERVATION

PIGGERY: The farming system practiced in the farm is the intensive system. This system
requires a lot of capital for care and supplementary minerals and vitamins, necessary for the
growth of the animal. Different systems of hosting pig in a pig style include; intensive systems,
semi-intensive system, extensive system and semi-extensive system. This unit was constructed
for pig production. The direct and indirect integration system is used for pig-fish pond
integration, in the direct system, the piggery is constructed on the fish pond whereas for the
indirect system the piggery is constructed above the fish pond. The system employed at this unit
was the indirect system as it was constructed beside the fish pond. The indirect system is
preferable because calculated amount of nutrient entering the pond during fertilization is
recorded and also to prevent the rate of diseases transmission in to the pond (zoonotic diseases).
The indirect system was used in line with the writings of CORAF/WECARD, integrated
aquaculture projects by Puis Mbu Oben PhD, and JG Makombuh PhD.

. The pen was raise due to the climatic nature of the environment and the pigs were living on
woody materials, this was to maintain them at a suitable temperature. The floor was slotted, this
was to enable a rundown of urine so it can be separated from faces and also to facilitate cleaning.
The building was constructed in the way that the direction of the door face the east direction this
was due to the fact that the sun rises and sets above the roof without entering the pen. The pig
pen contains feeding troughs where feed is mixed with water and given to the animals. Animals
used for integration should be hybrid varieties so as to enable increased weight gain in the
required period from growth

MAGGOT UNIT: This site was constructed for maggot production, this unit was too exposed
which does not follow scientific literature which says a maggot unit is supposed to be closed to
prevent environmental pollution and transmission of diseases.

APIARY: this is a component for bee keeping, I was told that bees help in fertilization. I was
told that beehives should be placed in a zig zig manner in order to prevent drifting, but looking at
the hives, they were zig zag manner. The hive that was used at the apiary is the Kenyan top bar
hive, this is a movable comb hive, I heard that the combs of a top bar hive cannot be replaced

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after each use and that is what differentiates it from the landstroth hive. The beehive was placed
on an elevated hive stand, this was to prevent ants from destroying the hive.

RABBITORY: The former poultry facility has been repurposed as a rabbit enclosure. The
structure itself is constructed using concrete blocks and features a metal roof overhead. To
facilitate proper ventilation, the building is partially shielded by wire mesh paneling. The pens
inside the unit are elevated half a meter from the ground, creating a barrier to prevent insects and
rodents from gaining entry. This rabbit-rearing space is fully equipped with all the necessary
materials and equipment required for successful rabbit farming operations

FISH POND: the fish pond at the integrated farm was a natural swampy area formally used in
fish production. I heard that formally, the pond was fertilized and tested for water quality, this is
true according to Coche AG (1967), who mentioned that ponds can be fertilized with recycled
poultry and piggery waste. I heard that uncontrolled fertilization can lead to the growth of algae
which when accumulated prevents the entry of oxygen in water. Two ponds were seen at this
unit, the refuge pond and a fish pond which was seen to be dry. The refuge pond was raised to a
length of about 3m this was to minimize the effect of climate change, this followed the writings
of G. Aeby, Aronson, and A. Bruckner. The construction of the refuge pond is in line with the
writings of Tomich Robert J (1988) the pond was rectangular in shape. The pond today is not
functional as no fish was seen inside.

PASTURE FILED: the pasture unit is used mainly for the cultivation of forages for livestock
feeding. This unit is located behind the poultry unit, it is occupied by different forages some of
which include; Brachiaria decumbens, B. reuzzizenses, Panicum maximum, Disodium intortium,
and Tripsacum lacsum. These forages constitute both legumes and grasses. I was told that these
forages are rich in nutrients, and that they could be preserved as hay and silage. I was told that
hay is produced under aerobic conditions and silage is produced under an aerobic conditions.

FEED MILL: I observed the following structures at the feed mill; the pellet mixer, the bone
crusher, a 1000kg capacity mill, a regenerator, and a plucker.

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POULTRY STORE: the poultry store is a packing house for poultry equipment, the various
equipment seen at the poultry store include; battery cages, incubator, hatcher, and automatic
drinkers. The poultry store is constructed with blocks and is large enough to contain the poultry
equipment.

POULTRY HOUSE: The poultry house is located beside the feed mill. We were told that, the
poultry house should be well aerated to prevent suffocation of birds and the floor must be hard
and absorbent sin order to prevent the birds from breaking it when they have grown heavier. A
footbath was seen at the entrance-door of the poultry building. In addition to that, the poultry had
feeders and drinkers in for supply of food and water to the growing birds. We were advised to
use white wood and not red wood for sawdust or wood shavings because red wood contains
toxins which affect the birds. The bi-products of the poultry farm are used to produce maggots in
the maggoty or used as manure in the crop field.

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 METHODOLOGY

ACTIVITY LOG: ANS402 - FARM PRACTICE IN ANIMAL SCIENCE

Duration: March 26, 2024 - June 4, 2024

Over the course of this semester-long course, our class visited the integrated farm and associated
units, engaging in practical activities in select areas. The key components of the integrated farm
include fish ponds, a rabbit facility, a piggery, and a maggot production unit. While no hands-on
work was undertaken in certain units, substantive practical experiences were gained in others, as
detailed below.

Piggery: Although no live pigs were observed on-site, lectures covered the importance of proper
pen construction for pigs. Specifically, the floor should be slanted and raised above ground level,
and the pen orientation should prevent direct sunlight from entering.

Maggot Unit: This intermediary structure processes waste from the piggery before channeling it
to the fish ponds. Requisite equipment includes maggot trays, plastic sheeting, and mesh screens.
Maggots are a protein-rich, cost-effective supplement for fish feed.

Fish Ponds: No practical activities were conducted here. However, we learned that the ponds had
been fertilized in prior years and now contain both a refuge pond and a main fish pond. The land
was previously used for rice cultivation but is now overgrown with weeds.

Pasture Unit: This was a hub of activity, with our class visiting three times between April 16 and
May 14, 2024. Key tasks included land preparation, forage transplanting, and evaluating biomass
productivity.

Land clearing using machetes and hoes was done on April 16 and 23. Plots were delineated, and
group leaders assigned to oversee student participation.

Brachiaria ruzizzensis was planted at 30cm x 50cm spacing. Lectures emphasized the importance
of mixing grasses and legumes to sustain the pasture. Weeding was required to minimize
competition.

Rabbit Facility: During our visit, no hands-on work was performed; the focus was on discussing
rabbit production systems in lectures.

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On May 21, a quadrat-based biomass assessment was conducted to estimate productivity and
stocking capacity.

The surrounding farmhouse area was also cleared on March 26 to deter predators and maintain
cleanliness.

Apiary: Due to unfavorable weather, the planned apiculture exercise could not be carried out.
However, the instructor provided lectures differentiating fixed-comb and movable-comb hive
types, with the Langstroth hive emerging as the preferred movable-comb option. Wax is utilized
in hive baiting to attract honey bees.

Feed Mill and Poultry Facility: On the final day, June 4, our class toured the feed mill and
poultry unit, observing equipment like battery cages, incubators, and hatcheries, accompanied by
explanatory lectures.

This course provided a well-rounded experiential learning opportunity, blending theoretical

knowledge with hands-on practice in key aspects of integrated farm management

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 RESULTS

PIGGERY:

Elevated pig enclosure with supporting pillars prevents access by predators

Cemented floor facilitates easy cleaning

Separate pipes divert feces and urine

Piggery is constructed away from the pond to control fertilization and avoid excessive algae
growth on the water surface

Pen is oriented to face the southeast to minimize direct sunlight entering the structure

MAGGOTY:

No practical work was conducted on maggots, so no results were obtained

From the lectures, the maggot trays collect harvested maggots

Harvested maggots can serve as a protein source and be used to formulate animal feed

FISH POND:

No specific activities were mentioned

Fertilizing the fish pond provides nutrients for the fish

Excessive algae accumulation can lead to eutrophication

Pond water can be used to fertilize the established pasture

PASTURE FIELD:

Land clearing removes unwanted grasses

Desired forage plants are planted with proper spacing of 30cm by 50cm to facilitate nutrient
absorption and root growth

Mixing grasses with legumes increases forage longevity and prevents soil erosion

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Pastures and legumes are essential for ruminant diets and can help prevent bloat

APIARY:

Bees play a crucial role in pollination by collecting nectar from flowers, picking up pollen
through their hairs, and aiding seed growth

Top-bar hives facilitate easy comb removal during harvesting and are straightforward to manage

Langstroth hives accommodate brood chambers based on the rate of bee colonization

RABBITORY:

Wire netting around the rabbit building and pens prevents predators from accessing the enclosure

Cages are elevated 0.5m from the floor to deter predators from entering

Building is constructed with blocks to minimize atmospheric impacts on the rabbits

Rabbits are easy to manage as they feed on grasses, and their feces can be used as manure on the
pasture field

FEED MILL:

Contains equipment that can assist in formulating feed for poultry, pigs, fish, and rabbits

Pellet mixer helps transform the feed into pellets

Bone crusher grinds bones into small particles

One-ton capacity mill grinds and mixes the feed

Plucker is used for feathering chicks

POULTRY STORE:

Battery cages are used for layer production to obtain clean eggs and prevent them from breaking

Incubator hatches the eggs after 21 days

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DISCUSSION

The integrated farm located beside the cultural village was our study area. This farm was visited
just once. The various components integrated into this farm were fishery, piggery, maggot
production, poultry, apiary, and forage. This unit ensured nutrient recycling and environmental
sustainability.

I anticipated witnessing animals at the integrated farm and understanding their integration, but no
animals were observed on the farm. Nonetheless, I learned that the piggery's construction
followed an indirect system to prevent waste from entering the pond directly, which could have
led to algal growth and hindered oxygen penetration.

I anticipated learning how forage can be established, and the various activities encountered
during this process included land clearing, carried out by the respective group members. After
this, the land was ploughed and ready for sowing. We transplanted the forages from an existing
pasture land, and the pastures were successfully established. I learned that the two methods of
sowing pastures in the field are either by lining or broadcasting, and lining was advantageous as
it ensures the assured establishment of all the seeds.

I expected to learn the procedure for setting up a beehive, and I successfully set up a beehive.
This was done according to the respective groups, and each group positioned their hives in a way
to minimize drifting. I had anticipated that by the end of this exercise, I would be able to
manipulate the equipment found at the feed mill, a hatchery, and an incubator, but none of these
activities were carried out.

I expected to comprehend the interrelationships between these components and the functions of
the individual components within the integrated farm. From the lectures, I gathered that the bees
are pollinators, the maggot production unit is a site for maggot generation, the forage field
provides forage as a food source for the bees, and the piggery's waste is used to fertilize the
pond, with the pond's water subsequently used to fertilize crops like the forage crops

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RECOMMENDATIONS

This course should be based more on practical than theory

The integrated farm components should be functional so students can acquire more of practical
skills.

A fence should be constructed round the integrated farm to restrict the entry of none agricultural
students.

The integrated farm was bushy, I think clearing it round will reduce risk of snakes and other pest.

LEARNING OUTCOMES

Forage Establishment and Conservation:

I learned the different ways to establish forage in the field.

I also understood how these forages can be conserved and used as animal feed.

Indirect Pig-Fish Integration:

From the lectures, I gathered that the indirect integration of pig and fish farming is crucial.

This integration ensures a controlled fertilization of the pond, thereby preventing algae growth
on the water surface.

Interrelated Structures in the Integration Unit:

The integration unit should have structures that are interrelated to one another, as observed on
the integrated farm.

Beehive Installation:

With the knowledge gained from this course, I can now confidently install a beehive.

Integrated Farming Principles and Skills:

The principles guiding integrated farming were well understood.

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CONCLUSION: The practice, though not as eventful as planned, still accomplished some
individual objectives such as installing beehives and producing forage and silage. Given the time
constraints, the team was able to carry out key activities like clearing around the poultry unit,
clearing the forage farm, estimating dry matter productivity, and performing calculations using
measurement parameters.

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REFERENCE

PIUS MBU OBEN PhD

JG MAKOMBO PhD

COCHE AG (1967)

TOMICH ROBERTJ. (1988)

ANS411, FORAGE CROPS

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