Professional Documents
Culture Documents
FOR
INDUCTION TRAINING OF
STATE FOREST SERVICE OFFICERS
Front Cover: State Forest Service (SFS) Officer Trainees of 2015-17 batch undergoing field training in Forest
Survey at Central Academy for State Forest Service (CASFOS), Dehradun
Photo credits: Dr. Navase Sujit Namdev, SFS 2015-17 batch Officer Trainee, CASFOS,
Dehradun
1
Edited by
M.P. SINGH
K.S. JAYACHANDRAN
ABBREVIATIONS
ACF: Assistant Conservator of Forests
APCCF: Additional Principal Chief Conservator of Forests
CAMPA: Compensatory Afforestation Fund Management and Planning Authority
CASFOS: Central Academy for State Forest Service
CBD: Convention on Biological Diversity
CCF: Chief Conservator of Forests
CD: Compact Disc
CDM: Clean Development Mechanism
CF: Conservator of Forests
CFM: Community Forest Management
CPC: Civil Procedure Code
CRPC: Criminal Procedure Code
DCF: Deputy Conservator of Forests
DFE: Directorate of Forest Education
DFO: Divisional Forest Officer
DGPS: Differential Global Positioning System
DPAP: Drought Prone Area Program
EIA: Environmental Impact Assessment
EMD: Earnest Money Deposit
FAO: Food and Agriculture Organisation
FCA: Forest (Conservation) Act
FDA: Forest Development Agency
FRI: Forest Research Institute
GDP: Gross Domestic Product
GIS: Geographical Information Systems
GOI: Government of India
GPS: Global Positioning System
CONTENTS
1
TRAINING NEEDS ANALYSIS (TNA)
Introduction:
National Training Policy, 2012 aims to develop a professional, impartial and efficient civil
service. The overarching training framework envisaged in the National Training Policy, 2012 is
the Competency Framework, which ensures that government servants have the requisite
knowledge, skills and attitude to effectively perform the functions entrusted to them.
Competencies encompass knowledge, skills and behaviour, which are required in an individual
for effectively performing the functions of a post. Hence it is very important to understand the
behaviours and competencies that have helped government servants to be effective in their roles.
The Forestry Sector is facing the most crucial paradigm change among all the social and
economic sectors. This change necessitates very fundamental changes in the capabilities as well
as orientation of the personnel. This includes attitudinal changes towards social sensitivities and
an increased holistic understanding of the scientific basis of the processes of nature. This
necessitates intensive efforts for capacity building of the personnel in terms of scientific depth,
administrative acumen, technological excellence and soft skills required for working with people.
In the conduct of training programs towards realising this crucial mandate of capacity
building, National Training Policy, 2012 strongly advocates Systematic Approach to Training
(SAT). SAT is an approach that provides a logical progression from the identification of the
tasks required to perform a job to the implementation and evaluation of training.
Training needs analysis (TNA) is the initial step in this cyclical process, christened the
Systematic Approach to Training (SAT) which contributes to the overall training strategy of
employees in an organisation like the Forest Department. The Directorate of Forest Education
(DFE) is responsible in varying degrees for training of forest officers in the Forest Department
except the Indian Forest Service. Amongst all hierarchical levels in the Forest Department, the
induction training of State Forest Service (SFS) officers is the responsibility of the Directorate of
Forest Education, and the State governments have very little role, except the recruitment.
State Forest Service (SFS) officers who are trained at Central Academies for State Forest
Service (CASFOS), not only play an important role in the state forest departments to guide and
monitor the implementation at field level, but they also act as an important link between the
higher levels and the frontline forest staff. Hence the TNA cycle adopted by the Directorate of
Forest Education commences with a systematic consultation to identify the emerging learning
needs of the State Forest Service (SFS) officers in the present societal and environmental set up,
drafting of syllabus followed by course planning, delivery and evaluation.
The present document thus concentrates on the Training Needs Analysis of State Forest
Service Officer Trainees during their entry level / induction training at various Central
Academies under the DFE. The entry level training is imparted to all State Forest Service
7
officers before they are assigned duties / responsibilities of any post after recruitment. The
training is mandatory, rigorous, residential and of longer duration for two years. The objective is
to provide deeper understanding of the functioning of the government and the forest
department.
The induction training is governed by Government of Indias Entrance and Training
(Revised) Rules, 2004 for State Forest Service Officers. The decadal review of the Entrance and
Training (Revised) Rules, 2004 for State Forest Service Officers is now underway. The precursor
of this review exercise is a fresh TNA, due to large scale developments in forestry sector during
the past decade that had transformed the expectations out of the performance of State Forest
Service officers.
Purpose of Training Needs analysis (TNA):
Many professionals feel that there are a number of strategic gaps in forestry education
and training; which needs to be plugged in order to make training curricula more relevant; and in
order to smoothen out the existing misbalances in training systems, one of the most important
possible approaches to bridge the existing gaps is the institutionalization of "Training Need
Analysis"
The lack of systematic training need analysis results in inertia and subjectivity creeping in
the process of design and delivery of training content. Periodic Training Need Analysis should,
therefore, be a clearly spelled out mandate of all the Forestry Training Institutions (Sharma,
1998).
Also, before an organization commits resources to training, efforts must be made to
determine as to where training might improve the performance. The enquiry should be to find
out whether training is likely to solve the organizations problems or whether the solution lies
elsewhere. If training is one of the possible solutions or at least a partial solution, the kind of
training required would have to be determined. Hence Training Needs Analysis is seriously
required when organisations strive towards operational efficiency.
Training Needs Analysis determines training requirements. It determines whether
training is needed and also makes sure that it is the right training.
Thus the purpose of TNA is to answer certain fundamental questions about induction
training of State Forest Service: why, who, how, what and when of training.
The TNA exercise should be comprehensive enough to cover all relevant technological,
technical, managerial and other aspects of organizational working, so that it yields a complete
picture of strong points that are harmonious with the objectives of the organization and the
weak ones that need to be addressed by training or otherwise. The TNA exercise should result in
identification of specific problems that need to be addressed by training and related non training/support factors.
main work of ACF is execution of working plan, in addition to supervision of protection and
plantation activities.
Policy:
The forest departments in all the states are guided by the forest policy of 1988, since
forestry is in the concurrent list of the Indian Constitution. The principal aim of the forest policy
is to ensure environmental stability and maintenance of ecological balance including atmospheric
equilibrium which is vital for sustenance of all life form, human, animal and plant. The derivation
of direct economic benefit must be subordinated to this principal aim. Concerns over rapidly
disappearing forest cover and wildlife led to the enactment of the Forest (Conservation) Act
1980 placing tight restrictions on diversion of forest land for non-forestry purpose. The mandate
of the forest policy has to be implemented by forest legislation. Indian states follow Indian
Forest Act 1927 or have their own forest acts.
Goal of Forest Department:
States have their own vision statements and goals for the forest departments. But the
common themes across goals and vision statements of forest departments are the provisions of
National Forest Policy, 1988.
Prevention of degradation of resources and improving their quality, restoration of
degraded forest land, maintenance of ecological balance and ecological restoration and creation
of livelihood opportunities through sustainable use of resources are the common goals of forest
departments, against the backdrop of the National Forest Policy, 1988.
Roles and responsibilities of ACF:
The four broad roles of the Assistant Conservator of Forests (ACF) are:
1.
2.
3.
4.
Implementation/enforcement
Inspection / supervision/guidance
Scrutiny
Reporting
Thus for the State Service Officers, the role is more at planning and management level, while
for Range Officers it is both execution and management, and for Foresters and Forest Guards it
is mainly pertaining to execution.
To discharge multifarious duties, various types of skills are needed at different levels. For
SFS officers, skill for leadership, management, handling emergent situations, communication
and coordination are needed.
The Assistant Conservator of Forests (ACF) is also involved regularly in the following
sections of Circle offices.
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A.
B.
C.
D.
E.
F.
G.
H.
Research
Monitoring
Working Plan
Publicity & Liaison
Extension
Legal cell & land matters
Vigilance & protection
Flying/Mobile Squad
In the divisional level, the role of Assistant Conservator of Forests (ACF) consists of the
following:
1)
2)
3)
4)
5)
6)
7)
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2
HISTORY OF STATE FOREST SERVICE TRAINING
Since time immemorial, forests have been managed in a variety of frameworks depending on
prevailing political, social and economic situations in the society. The scientific management for
conservation of forests started with the help of the European influences and slowly necessitated
the development of forestry education. Forest education also evolved in different ways along
with a rapidly changing political situation in the country. The education and training of foresters
are closely linked, as the challenges of forestry required a variety of knowledge and skills, which
needed to be practiced in the field, where stakeholders like communities and other government
functionaries further translate the expectations out of foresters into challenging job
requirements. Thus the education and training became the two complementary facets of forestry
education. As per the historical records (Anon., 1961) the first concerted effort with regard to
setting up forestry education and training center appeared in the Charter of the Forests by Lord
Dalhousie in the year 1855, which drew pointed attention to the need for setting up a forest
organization for scientific management of forests.
Consequently, the experiences of Sir D. Brandis were utilized for working out finer details of
Forestry Education and Training of Indian Forest Officers. Hence training and education were
handled together, due to state control over forests as a natural resource, and state management
of forests. In India, forestry education thus is recognised as being distinct from forestry training.
While former is supposed to be purely academic in content, the later has to specifically focus on
actual job requirement of foresters (Sharma, 1998).
Sir D. Brandis was particular about the training modalities. The proposals of Sir D. Brandis for
requirement of Forestry training and education of officers for forest service of the country
included provision for facilities for studying forestry in Europe for untrained officers of the
forest departments of India; selection of probationers from Europe and making arrangements
for their training in the continent; and a general scheme for permanently improving the
administration of the Forest Department of India by sending out trained men from Europe.
(Quli et al., 2013)
At the outset, forestry education in India was mainly aimed at training of forest personnel under
four different levels: Officers for superior services, Range officers, Foresters and Guards. There
were division of responsibilities between the union and the provinces. The training of Officers
for superior services and Range Officers were conducted by the Government of India for all the
states; while the training of Foresters and Forest Guards was the responsibility of individual
states.
The first training institution in British Empire was started in 1878 as 'Central Forest School' with
the objective of imparting systematic technical training to the Rangers and Foresters. Hence the
initial organized forestry training was imparted to Rangers and Foresters. Courses were
conducted in English and Hindi for Rangers' Certificate and Foresters' Certificate respectively. In
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1884, the school was renamed as Imperial Forest School and a higher course for Assistant
Conservator Certificate was added in 1889 which continued for several years. (Quli et al., 2013)
With the inauguration of FRI and Colleges in the year 1906, the school was raised to the status
of college and was renamed as Imperial Forest College. Later, the Foresters' course was
discontinued but training for Rangers was continued up to 1933. In 1938 the old name was
changed to Indian Forest Rangers College. In 1912, the Govt. of Madras started a forest college
of their own for training of Rangers at Coimbatore. In 1948, the Govt. of India took over the
college and in 1955 its name was changed as Southern Forest Rangers College. Consequently, the
Indian Forest Rangers College had changed its name as Northern Forest Rangers College.
For the Indian Forests Officers the training programme started in 1867 and arranged initially in
the forestry schools of Europe viz. France, Germany, U.K. and universities of Oxford,
Cambridge and Edinburgh, in accordance with the recommendations of Brandis. In 1926,
training programme to Forest Officers at Imperial Forest Research Institute, Dehra Dun was started
which continued upto 1932. The programme was suspended till 1938. (Quli et al., 2013)
Superior Forest Services were created in the states and training to the new Superior Forest Service
officers was started in Indian Forest College at Dehra Dun in 1938.
The training and education run by FRI was widely recognized and thus FRI acted as a training
centre for South East Asia. Subsequently, three State Forest Service Colleges were established in
India, under the direct control of Director of Forest Education, Ministry of Environment and
Forests, Govt. of India, for imparting training to S.F.S Officers of various states. The first S.F.S
College was started at Burnihaat (Assam) in 1976 followed by S.F.S College Coimbatore in 1980
and S.F.S College Dehra Dun was established in 1981. The training course was designed by the
Ministry of Environment and Forests, Govt. of India, to encompass the key areas of
management of the vast natural resources of the forests.
The objective of training in these colleges was to produce forest officers to manage the govt.
owned forests in the country. There are different schools of thought regarding the need and
nature of training. Some feel that foresters with specialized skills are required; while some
sincerely advocate for generalists having more administrative and managerial skills; rather than
scientific and specialized knowledge.
The Entrance and Training rules of SFS are notified by the Government of India spelling the
entrance criteria, eligibility, training requirements including the curriculum based on wider
consultations with the state governments. Hence the training of SFS officers is conducted on a
systematic basis based on sound and participatory norms, in the form of relevant and detailed
Entrance and Training rules, which are reviewed periodically, and updated in line with the
existing government policies.
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3
REVIEW OF LITERATURE ON TRAINING NEEDS
Training Needs for foresters
Training is the systematic acquisition of knowledge and skills with the goal of developing
competencies necessary for effective performance in work environments. It is compulsory
ethically for every employer to communicate, as well as to provide training for the staff.
Whenever, there was a need to rethink training strategies during transitional phases of forestry
sector, the training needs were analysed to understand relevant changes so that the new demands
of the job are effectively tackled.
Westoby (1989) elaborated the need for increasing the efficiency of forestry technocrats to
resolve the issues related to forest vis-a-vis society and about the interrelation among forestry
stakeholders, than treating forestry education merely a technical subject; in order to cope up with
growing challenges of people oriented forestry.
The United Nations Conference on Environment and Development in Brazil during 1992
underlined the need for sustainable development. Sustainable development requires the balanced
provision and interaction of environmental, social and economic factors to ensure human health
and welfare for the current and future generations especially for the poorest of the poor. Thus
jobs which require ensuring sustainable development during implementation phases requires
holistic and integrated approaches, due to the complex interplay between the natural and social
systems. Looking at the growing challenges to forestry education, Konijinendijk (1995) the exPresident International Forestry Association, endorsed the need to meet contemporary societal
needs, and for improving forestry education worldwide, further advocated the concern of
Westoby for developing efficient national and global linkages between the stakeholders of
forestry as well as forestry practitioners. It was emphasized that the new dimensions of forestry
viz. social forestry, community forestry and urban forestry should be practiced for holistic
ecosystem management and land-use approaches.
The challenges for developing a more foolproof module of Forestry Education surmounted all
disciplines of education, for its intricate linkages to human prosperity. The rising demands of
land for non-forestry uses as well as for forest for its indispensible uses made inter-sectoral planning
and implementation essential. All the aforesaid complexity of forestry pushes the domain of
forestry education beyond simple scientific studies of trees to the most complicated gamut of
man-forest interaction encompassing multidisciplinary approach of arts-science-humanities interface. The
complexity of the forestry curricula should be ever dynamic for meeting temporal challenges of
forestry profession (Miller, 1996).
Within the realm of growing awareness about sustainable development, forests and trees have
been recognized as playing a major role but of late attention has been focused on social and
environmental objectives rather than economic production (Burley, 2001). These developments
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require broadening the scope of forestry training to include socio-economic aspects with the
traditional biophysical subjects.
Burley, 2001 states that the UK Government's Quality Assurance Agency established a
benchmarking group for education in agriculture, forestry, agricultural science, food sciences and
consumer sciences. Some of more obvious areas that demand a place in modern forestry
curriculum include:
i.
ii.
iii.
iv.
v.
vi.
Linkages with biology, environment, society, human behaviour and economic policy and
markets;
vii.
viii.
ix.
Further, the group considered that foresters should obtain the following abilities and skills:
a) Intellectual skills;
b) Practical skills;
c) Numeracy skills;
d) Communication skills;
e) Information and communication technology (ICT) skills;
f) Interpersonal/teamwork skills;
g) Self management and professional development skills;
Some of the more obvious areas that demand a place in modern forestry curriculum include
(FAO, 2002):
a) Public sector and community/joint management of forest resources;
b) Forestry and its role in biodiversity conservation and protection;
15
watershed management, soil and water conservation techniques in watersheds, low impact
harvest technology, controlled burning using fire modeling, wood technology, international trade
in wood products, cross border marketing of NTFPs including medicinal plants, forest research
methodologies, protected area management, process documentation, forest management
information system etc. The present-day foresters have to deal with a number of nontechnical
issues also, e.g., inter-sectoral policy and programme linkages, social mapping, community
mobilization, forests as tool for rural development including income generation, micro-credit,
microenterprise management, alternate energy technology, quality control skills, inventory
management, accounting and fund management skills (MoEFCC, 2008).
A Forester is required to have the skill to interpret or understand or assess within the
framework of existing knowledge, the results obtained through various practices in the field by
the communities and to draw attention apparent abnormalities or unusual condition that has
arisen to be brought to the notice of higher authorities or appropriate technical department for
providing appropriate input. A forester needs to develop skill of leadership, planning, capacity
building, and communication to motivate and develop communities to undertake increasingly
complex tasks for the public goods (Lahiri, 2013).
A forester needs to develop an awareness of social and developmental value of forestry and
its close relationship with agriculture and rural development activities. He should have
knowledge of ongoing, agriculture, livestock, fishery and also rural development activities in his
area so that he can help the communities to provide technical inputs through the respective
agency to the communities.
Foresters need to develop an attitude as a partner of the community for management of
forests. Unless the community develops the feeling of ownership of the forests which they are
jointly managing, sustainable forest management will be a far cry.
Field Botany is a part and parcel of forestry course, but due to greater importance of
economic species given in the past, there was less emphasis about knowing many species. But in
view of importance of biodiversity conservation a thorough knowledge of field botany is
essential.
It is also noted by Lahiri (2013); that in many places forests are threatened because of
overexploitation and lack of participation by the communities. So the forest staff at grass root
level needs to play a role of motivator and educator for conservation by the forest dependent
communities. Besides they should have knowledge about indigenous practices, facilitating
successful implementation for environment friendly livelihood practices, biodiversity
conservation, monitoring and evaluation of micro plan. They should be able to handle
audiovisual aid and using extension tools. Besides the foresters need to develop appropriate
attitude and skill to carry out activity as extension worker for tribal development and livelihood
activities in forest areas as well as for carrying out social forestry activities in non forest areas.
It is well recognised that apart from technical and administrative skills, certain useful
temperamental traits form a essential part of job requirement of a field forester. These would
include temperamental toughness, tact, patience and resourcefulness. It would also include
capacity to work under pressure and odds, ability to work under time constraints, being open
18
minded, ability to take and handle criticism constructively, knack for good communication,
presentation and media handling skills. A young forester should also be made aware of the
hazards and potential pit falls in his future job situation, and should be prepared to guard against
or effectively handle the same. Presently, the training institute do address these issues, but in a
loose and informal manner. This aspect of attitude building, therefore, needs to be made a
formal part of the training agenda after careful thought and suitable changes in the training
strategies (Sharma, 1998).
Apart from class room lecture and field visit there is need for organizing case study, visit to
success stories on participative management, ecotourism, social forestry and any other interesting
development activities during the field trip of the trainees wherein they should be guided to
assess what makes the programme successful or failure. Of course there should be provision for
continuing education and exchange visit programme from time to time depending on necessity
and engagement of resource persons to provide training in specified area to build the capacity of
stakeholders (Lahiri, 2013).
Foresters today are required to play multifarious roles to deal with a variety of externalities
besides coping with traditional forestry management practices. It is, therefore, very essential to
develop expertise in the field of forestry and wildlife management as well as to create awareness
among the personnel of other services and all other stakeholders who directly or indirectly
influence the development and management of forests and wildlife eco- systems.
The duties and responsibilities of a present day forester have become much more challenging
today. From being an exclusivist profession, primarily charged with forest management for
timber production, foresters are called upon to perform a wide range of roles varying from
traditional forest protection and production to comprehensive biodiversity conservation and
sustainable use to eco-tourism promotion and so forth. In today's global scenario, when the
world has begun to take note of a fast degrading environment and it looks towards professionals
like the Foresters to provide innovative stewardship in tackling concerns like global warming,
bio-diversity conservation, food and water security, and poverty alleviation through sustainable
livelihood programmes based on sustainable use of natural resources,
Therefore, the expectations from the Forest Service Officers have grown by leaps and
bounds. The recommendations of the National Forest Commission (2006) and Approach Paper
on the Eleventh Five Year Plan reflect these expectations in no uncertain terms. While societal
expectations from the present day forester to fulfill these changing roles is increasing, more often
than not the forest manager is left to his/ her own devices to cope with these emerging
challenges (MOEFCC, 2008).
The emerging scenario in India requiring cutting less and planting more by using quality
planting material of genetically superior stock from fast growing trees, for which knowledge and
skill of forest genetics and tree breeding is of prime importance. With more research data
acknowledging the fact, that forests play a pivotal role in detention, retention and equitable
distribution of local as well as regional precipitation, and soil conservation, a new panorama of
hydrological sciences has opened up in forestry training and education.
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The solution will not be to overcrowd the curriculum with new subjects but to teach
students to learn through life long interdisciplinary education (FAO, 2002). It is unlikely that a
single training institute would be able to offer training courses to address the broadening
mandate of forestry education, but the new designs of training of State Forest Service officers
needs to be futuristic as well as realistic taking into account all such inter disciplinary aspects.
Research Methodologies and Research Writing also is an important area on which Forestry
Training curricula are not focusing adequately. The potential loss caused to the country by this
omission is enormous. This loss of knowledge and understanding of field realities can be
minimised if forestry training curricula provide adequate inputs to trainees on basic scientific &
sociological research methodologies, experimental design, principles of literature survey,
statistical analysis, research writing etc. A lot of literature in Forestry being produced today is by
personnel who have little, if any, work experience at the field level. On the other hand, foresters
collect invaluable observation and field experience during their service time. But unfortunately
most of it is lost as it is undocumented and does not get channelized in form of formal
publications (Sharma, 1998).
Today, foresters are expected to be better trained and equipped to deal with the
environmental and socioeconomic issues in the face of rapid changes in economics,
technological and societal considerations. Moreover, to address the broadening mandate of
forestry education more, not less, time is required to acquire the necessary skills (Dogra, 2013).
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4
METHODOLOGY
I. Capacity Building of State Forest Training Institutions and SFS Colleges:
The Directorate of Forest Education, in cooperation with Japan International Corporation
Agency (JICA), conducted series of interactions at various levels in the State Forest Departments
to assess the training needs of SFS officers, as a part of implementation of JICA assisted
Technical Corporation Project of Capacity Building of State Forest Training Institutions and
SFS Colleges during March, 2009 to March, 2014. For this project, long and short-term
Japanese experts, who have long experiences in forestry administration, have been deputed by
Japans Forestry Agency, Ministry of Agriculture, Forestry and Fisheries, to provide technical
support.
The project reviewed the existing in-service training courses and identified through surveys the
needs and challenges of the state-level training, followed by designing and implementation of
improved, need-based model in-service training courses at CASFOS, Dehradun. It also extended
support in establishing monitoring and feedback system which helped evaluate the impact of the
improved training courses and refined them further in a systematical manner. Enhancing skills of
the Master Trainers from State Forest Training Institutions of select states through specially
designed Master Training Modules at national-level was another important aspect of this project.
The TNA done for in-service training of SFS also throws light on broad based training needs
and challenges in the forestry sector, and thus is strongly relevant for induction training of SFS
officer trainees. For identifying training needs and challenges at state level, the project followed
three pronged approach which consisted of information Sheet Survey on all State / UT Forest
Departments, Interview Survey and a Series of Conferences to assess training needs.
1. Information Sheet Survey
Three types of pro forma were designed for collecting information from various functionaries of
State Forest Departments.
2. Interview Survey
To obtain direct input on training needs and related issues, which is generally difficult to get
through Information Sheet Survey, the project selected eight states for interview survey based on
forest cover, number of FROs, number of SFTIs and locations. Total 43 interviews were
conducted by project team. This included officers of Headquarters of State Forest Departments,
SFTIs, Field Officers, Foresters, Forest Guards and other related organizations.
3. Conferences
Since interview survey could not be possible in all the states, it was decided to interact with
representative officers of all the states and get their inputs by organizing conferences. Two
conferences were organized by the project as part of assessment of training needs. The first
21
conference titled State Level Training Needs and Challenges (SLTNC) was held in April, 2010,
which was attended by the heads of SFTIs of different States. The second conference was on
Evaluation and Remodeling of In-service Training for SFS officers (ERITS), which was
conducted in May, 2010 and attended by the APCCF/CCF in charge Human Resource
Management of various states.
II. Serving SFS Officers
Several consultative discussions on training needs of SFS Officers were conducted at the
constituent Central Academies of Directorate of Forest Education during the in service
training programs. Some of the Training Needs Analysis exercises were conducted under
supervision of Recognised / Master Trainers empanelled by the Department of Personnel and
Training, Government of India; as well as Master Trainers accredited by Ministry of
Environment, Forest and Climate Change. The analysis was done on crucial themes which are
essential for effective induction training of SFS officers, because induction training is linked to
the performance of the officers in the field and providing appropriate training designed with
sound needs assessment will benefit the individual as well as the organization.
The method employed during the consultative workshops was of determining whether a training
need exists in a functional theme such as, for example forest law or resource assessment and, if it
does, what training is required to fill the gap. It thus became a process of collecting information
about an expressed or implied organizational need that could be met by conducting training. The
need can be a performance that does not meet the current standard. It means that there is a
prescribed or best way of doing a task and that variance from it is creating a problem. The
consultations through group formations and focused group discussions under the supervision of
facilitators created indepth information on ideas, perceptions and recommendations of the
group in solving current field forestry problems due to lack of capabilities in young forest
officers; as well as in avoiding past or current problems and creating or taking advantage of
future opportunities in forestry sector through capacity building. The recommendations of
different groups were later presented in front of the entire house and the recommendations were
debated and deliberated upon by all the participants; leading to the final analysis.
Consultations were carried out with serving State Forest Service officers during 2015 2016 at
Central Academy for State Forest Service (CASFOS), Dehradun and Central Academy for State
Forest Service (CASFOS), Coimbatore during a series of training workshops (Annexure I). The
list of officers who participated in the brain storming sessions and discussions is appended at
Annexure II
III. State Forest Service Officer Trainees after the on the job training:
The State Forest Service Officer Trainees belonging to the 2014-2016 batch participated in
guided group discussions in workshop mode to analyze the training needs of State Forest Service
officers. The analysis was done immediately after the on the job training, which they underwent
for four months in their respective State Forest Departments for four months. The list of officer
22
trainees who participated in the Training Needs Analysis is appended at Annexure III. The
analysis was done to elicit opinions of young officers who have entered the service a few months
ago, especially after spending sixteen months in the Academy under idealistic learning situations
as well as four months in the field under practical learning situations.
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5
AN ANALYSIS OF PRESENT INDUCTION TRAINING CURRICULUM OF SFS
OFFICER TRAINEES
Dr. Forrest D. Fleischman
Assistant Professor
Department of Ecosystem Science and Management
Texas A&M University
By the completion of their training program, SFS trainees should be capable of solving complex
problems related to the field-level implementation of forestry programs that implement national
and state forest policies and laws.
Problem solving requires higher order analytical skills of the kinds that may not be expected
from all employees of an organization. SFS trainees are a highly selected group of individuals
recruited from the best college graduates in the country, and thus should be expected to be
capable of complex problem solving tasks. Obviously such a goal would not be reasonable for
forest guards, who might be expected to carry out assigned tasks capably, rather than solving
complex problems. SFS officers are in a position where their responsibilities range beyond
carrying out simple tasks to figuring out how their subordinates can carry out their tasks more
effectively, and how the department can interface with other actors in the forest and rural
development arena.
The current SFS syllabus provides a description of content that foresters should know. Content
based knowledge is obviously essential to problem solving, but it is not sufficient. Problemsolving requires critical thinking, analytic capacity, decision-making skill, and communication
ability. No matter how many tree species one can identify, or how well one knows the text of
laws, this may not aid in problem-solving if one cannot analyze the problem, think critically
about available options, take well regarded decisions, and communicate those decisions clearly.
Problem solving for the SFS officer takes place in multiple arenas. Perhaps the simplest to
understand is a formal decision-making procedure, such as the creation of a working plan. Here
a formal decision-making procedure is followed using widely applied criteria. Contrast this with
24
concerned working plan officers, and the one with the best plan might, in addition to receiving
some formal recognition, see their plan adopted as an official plan.
Applying this principle to other subjects, modules could be built around other key tasks of SFS
officers for example, law enforcement, policy revision, construction of forest roads and
buildings, etc. In each of these modules, trainees would be responsible for carrying out the real
tasks they will be expected to carry out as professionals, would receive lectures and training
modules appropriate to learning how to carry out those tasks. Requiring appropriate written and
oral reports for these assignments would enable trainees to practice their communication and
analysis skills.
Identifying the key tasks carried out by SFS officers would also help to clarify what subjects
should be emphasized in the SFS training course. Consider, for example, the problem of forest
law enforcement discussed above. Effective criminal investigations required not only a
knowledge of the law, but also some knowledge of investigative techniques. In addition, many
major forest offences are committed by people who are closely connected to local political
figures, so some knowledge of how to effectively interact with local political authorities would be
useful. Contrast this with the existing section of the syllabus on forest policy and law, which
prescribes the laws which SFS laws should be aware of. While knowledge of the Indian Forest
Act or the Penal Code is certainly a necessity for forest officers, the emphasis is placed on what
the law is, as opposed to how officers can go about enforcing that law. If the current syllabus is
followed strictly, SFS officers will be able to recite the 1927 Forest Act, but will not know how
to go about deciding how to investigate a case of timber theft, or to deal with the political
consequences of catching a well-connected smuggler. If law enforcement is an important part of
an SFS officers duty, then they should be taught, through the practical techniques outlined
above, how to actually enforce the Forest Act.
1. Specific subject area recommendations
The most striking absence in the syllabus is the lack of a serious engagement with the social
science of forestry. Although 19th century forestry was an entirely biophysical enterprise, the 20th
and 21st centuries have seen a growing recognition not only that forestry plays a role in society,
but also that successful forest management requires an effective ability to work with a diversity
of stakeholders and to consider the social consequences of decisions. These subjects are marginal
to several elements of the current syllabus for example, there is a unit on introductory
environmental economics, and some discussion of the role of stakeholders in JFM. However
these concepts are not merely marginal concepts to be discussed in the context of a single
program such as JFM they are pervasive to the forestry enterprise. Consider the preparation of
working plans traditionally based primarily on biophysical concerns. Yet we can all recognize
that some areas in a working plan may be designated for the use of local villagers, whereas others
may prioritize protection or production oriented forestry. A socially beneficial decision about
which of these to emphasize would require the concerned working plan officers to solicit input
from different interested parties in the local communities, as well as among other stakeholders
such as timber buyers and/or conservation organizations. Just as is the case for the silviculture of
valued tree species, an extensive body of scientific literature exists documenting how this can be
done more effectively, and there are many individuals, including foresters, officials of other
26
departments, NGOs, and others who have valuable practical experience. Incorporating this body
of scientific and practical knowledge into the training of foresters would enable foresters to
conduct their work, including their biophysically driven forestry, much more effectively, as they
would be more effective at resolving conflict in working with stakeholders.
Social science should be incorporated into each training module as appropriate. For example, in
a discussion of silviculture and working plans, it would be appropriate to incorporate practical
experiences with methods for community & rural development and participatory rural appraisal.
This would be further underpinned by study of the dynamics of rural society itself. Similarly, a
module on law enforcement would require students to study criminality, to understand some of
the sources of forest crime, and perhaps most importantly, to study techniques for conflict
resolution. Some serious scholarly study of the forest dependent peoples of India, as well as the
broader relationship between forests and society, would seem to be an essential element of any
forest course.
2. Evaluation
The current syllabus is based predominantly on an examination driven style. Written
examinations are particularly useful for evaluating the mastery of facts. Mastery of problem
solving skills, as suggested in this memo, is better evaluated through the creation of practical
products such as reports, plans, etc. not only does preparing these provide for better
pedagogical techniques than preparing for an exam, but also these provide better assessments of
how much students have learned, as they measure the students ability to apply their learning to
solving novel problems, as opposed to their ability to repeat material on a written exam.
3. Dealing with large content
While all suggestions are primarily oriented towards reorganizing existing material in a manner
that will improve student learning and focus on preparing SFS officers rather than merely
imparting information, several additions have been suggested e.g. such as the extensive
incorporation of social science. What, then, should be deleted?
The answer to this question should come primarily from an analysis of the key tasks of SFS
officers, as well as the information easily available to them. It may be that many of the detailed
subjects included in the syllabus do not need to be learned in such detail for any one of the three
following reasons: (1) the subject is not important for most SFS officers to know in detail for
example, it may be that changing technology or changes in forest policy and procedure have
made the subject less relevant, or that certain details are more relevant for lower ranked officers.
(2) The subject is important, but the information is easily available on the internet, and thus it is
not necessary to learn in depth. With the wide availability of internet connected devices, it is
probably more important for officers to know how to locate information online than it is for
them to memorize extensive details. (3) The subject may not have direct relevance for forest
management today for example, many of the background natural sciences, while considered
necessary components of traditional forestry education, may not have direct relevance to the
goals of SFS education, and thus might be better left for other more appropriate activities.
SFS officer trainees can probably work harder while at the training academy. Most of the recruits
have probably worked very hard to study to prepare for their entrance exams, and have
27
demonstrated their ability to succeed in competitive environments. Asking them to work harder
while at the academy would be simply taking advantage of their natural abilities. It will be aided if
it can be demonstrated that by working harder they are being better prepared to be successful in
their future employment. Furthermore, many officers have strong academic backgrounds in at
least some relevant subjects finding a way to exempt them from introductory level subjects by
providing a comprehensive examination that they can opt to take prior to the subject to
demonstrate that they have already mastered that introductory subject would also reduce the
number of subjects studied by many individual students.
28
6
GAP ANALYSIS
Performance problems and reorientation of needs are rarely caused simply by lack of
training and rarely can performance be significantly improved by training alone. Performance can
only be assessed if there is some point of reference against which it can be measured. Unless
realistic, relevant and above all, achievable standards are set, it becomes extremely difficult to
improve performance. Probably the most important and perhaps most difficult task is to
establish standards of performance in government organisation. However under the
circumstances existing in government organizations, if we want to solve the performance
problem or improve our performance, we need to identify and analyse the performance problem
or performance issues as the case may be.
A gap analysis also called as performance analysis can really benefit an organization by
providing a critical overview of the workforce allowing managers to determine if their employees
have the necessary knowledge and skills to meet organizational objectives. If employees do not
have these competencies in term of knowledge and skills, an organization can use the gap
analysis to prioritize training resources so that they are tailored to specific job roles rather as
opposed to generic training that are not suitable for all the individuals participating. The target of
the present gap analysis being the State Forest Service officers, role analysis is done and
presented in the first chapter.
Gap analysis helps in analyzing whether the performance problem is due to a skill or
knowledge deficiency. If it is a deficiency, then it has to determined whether the deficiency can
be addressed. Training in many cases may be the appropriate response to an organizations
performance based issues. But this should not be considered as the only response to solve the
performance problem. There are other factors which contribute towards performance problems
in an organization like the forest department. These are called non training interventions. In
the present TNA effort, the non training solutions are not addressed.
The important forestry areas as selected by participants were analyzed for their
organizational contribution. The performances gaps in forestry personnel at State Forest Service
level were also determined in all the selected areas. The analysis is done by serving State Forest
Service officers of varying degrees of seniority.
Sl
No.
1
2
3
4
Issue
Whether
skill/knowledge
deficiency?
Forest Law
Yes
Human
Resource Partially
Management
Information
Technology
Wildlife
Yes
Yes
Yes
29
5
6
7
8
9
10
11
12
Management
Peoples
Participation
and
JFM
Biodiversity
Conservation
Forest Management
Silviculture
Soil and moisture
Conservation
Nursery Technology
Forensics
and
investigation
Climate
Change
issues
Partially
Yes
Training
Partially
Non
Training
interventions
Training
Yes
Yes
Yes
Yes
Training
Training
Training
Yes
Yes
Yes
Yes
Yes
Training
Training
Yes
Yes
Partially
13
14
Financial
Management
Establishment
matters
GPS/GIS/MIS
Watershed
Management
Computer
Application
Forest Protection
Media management
NTFP
Peoples
participation
Yes
Training
Partially
Non
Training
interventions
Training
Partially
Non
Training
interventions
Training
Yes
Yes
Training
Yes
Yes
Yes
Training
Training
Yes
Yes
Yes
Training
Yes
Yes
Yes
Yes
Partially
Yes
Yes
Yes
Partially
23
24
25
Office procedure
Engineering
Forest Certification
Yes
Yes
Partially
26
Eco Tourism
Partially
27
Identification
of Yes
species
Forest Diversion
Partially
Training
Training
Training
Training
Non
Training
interventions
Training
Training
Training
Non
Training
interventions
Training
Non
Training
interventions
Training
15
16
17
18
19
20
21
22
28
29
30
Yes
Yes
Partially
Partially
Yes
Training
Partially
Non
Training
interventions
Training
Yes
Training
Partially
30
31
32
33
Forest Utilisation
Yes
Personality
Yes
Development
&
Communication
Skills
Public Image
Partially
Non
Training
interventions
Training
Yes
Training
Yes
Training
Partially
Non
Training
interventions
34 Corruption
No
Non
Training No
interventions
35 Dedication in job
No
Non
Training No
interventions
36 Integrity
No
Non
Training No
interventions
37 Transparency
No
Non
Training No
interventions
38 Empathy towards No
Non
Training No
weaker sections
interventions
39 Commitment
to No
Non
Training No
organisation
interventions
40 Innovative thinking No
Non
Training No
interventions
41 Delegation
Partially
Training
Partially
Non
Training
interventions
42 Initiative and Drive No
Non
Training No
interventions
43 Team building and Partially
Training
Partially
team work
Non
Training
interventions
44 Consultation
and Partially
Training
Partially
consensus building
Non
Training
interventions
Table No. 1: Analysis of performance based issues and identification of training activities/areas.
Training has its own costs. It does not come cheap. The cost of training involves salary
of trainer/lecturer/instructor, supporting staff, equipment, transport, development of training
material, communication, accommodation etc. Such costs would become infructuous if the gaps
are not adequately assessed. The gap analysis done and shown in the table above shows that
training cannot generally offer solutions to all the issues affecting the performance of the forest
department, but efforts shall be taken to design training with wider objectives targeting such
crucial performance problems.
The analysis of performance based issues and identification of training activities/areas
shows that over 80% of the issues affecting the performance of the forest department can be
handled solely through training. However there are some areas which can only be partially solved
31
by training. Performance of the forest department in some activities such as Human Resource
Management, JFM, peoples participation etc. is not due to deficiencies in skills or knowledge of
the forestry personnel.
There a few other issues like public image of the department, dedication, integrity etc.
which cannot be typically handled through training, but still training design shall ensure modules,
tours, field exercises and management games which can play a role in modifying the attitudinal
framework of employees in the department. There are motivational factors which also affect
performances which can seriously affect performance and are likely to occur when people, who
have the necessary knowledge and skills, are unwilling to use them. Typical reasons for lack of
motivation can be that there is no reward or incentive mechanism for performance improvement
or that, due to poor management; people are unwilling to use their expertise.
Then there are environmental factors which affect performances .Even willing people
with a significant level of knowledge and skill may not be able to improve their performance due
to negative factors in their working environment. These can include poor systems and
procedures, inadequate equipment and resources, or the failure of other people or organizations
to provide the products or services required for expediting performance.
Only those areas in forestry which are suffering due to deficiency in skill, knowledge and
attitude can be treated through training interventions and thus would be analysed for
identification of training needs in detail. These are behavioural factors, in training parlance,
which includes knowledge, skill and attitude competencies, which can be improved through
training interventions.
The systematic analysis done helps in setting training priorities and evolving efficient
training plans after determination of training needs based on the gap analysis.
32
7
FINDINGS OF JICA ASSISTED TECHNICAL CORPORATION PROJECT OF
CAPACITY BUILDING OF STATE FOREST TRAINING INSTITUTIONS AND
SFS COLLEGES
The JICA assisted Technical Corporation Project of Capacity Building of State Forest
Training Institutions and SFS Colleges during March, 2009 to March, 2014 helped creation of
wealth of data regarding the status of forestry training. Extensive field work was done with the
state forest departments in the form of interviews and questionnaires. The project identified
through surveys the needs and challenges of the state-level training, followed by designing and
implementation of improved, need-based model in-service training courses at CASFOS,
Dehradun. The vital data collected is very important for induction training as well, and thus
forms the bed rock of the entire present exercise of training Needs Analysis.
Training Needs:
Most of the officers have viewed Forest Protection as the biggest challenge in their state.
In addition soliciting peoples participation; recruitment of field staff; providing training and
capacity building to field staff; meeting increasing demand of fuel and fodder; increasing forest
cover; scarcity of water and its conservation; developing GIS and MIS technologies and man
animal conflict where other challenges enumerated by many officers.
Protection of the forests has come out as the most important component of forest
management. Along with the forest management, wildlife management in PAs and other forest
areas has been reported to be needing special attention. Man-animal conflict is a big issue
everywhere. Among the new initiatives and avenues in forest management, eco-tourism has been
mentioned by one and all. For effective forest management, making funds available to the
required extent has come out as one of the important factors in managing and protecting in
forests. Joint Forest Management (JFM) is now an accepted tool of forest management in all the
States. Besides this, empowerment of forest dependent and tribal communities, enhancing
revenue from the forest, convergence of different schemes, preparing database of forest
products, preventing desertification, intelligence gathering and preventing attack of forest staff
were other challenges mentioned by the officers (JICA, 2011).
Areas in forestry sector which demands more skills and knowledge and thus requiring prime
attention while designing capacity building modules of forestry personnel (JICA, 2011) are:
1. Knowledge of Laws, Rules and Procedure including latest amendments in various Forest &
Wildlife Acts
2. Human Resource Management
3. Information Technology including Computer Application, GIS, GPS and MIS
4. Wildlife Management, Biodiversity Conservation & Eco-tourism
5. Peoples participation & Joint Forest Management (JFM)
33
36
8
TRAINING NEEDS ANALYSIS BY SERVING STATE FOREST SERVICE
OFFICERS
The Central Academies under Directorate of Forest Education conduct regular in
service training programs on important thematic areas and these experienced forums becomes
crucial platforms for brainstorming and discussions. The discussions on training needs of SFS
Officers were conducted regularly during almost all the refresher courses conducted in
institutions under the Directorate of Forest Education. Training Needs Analysis exercises were
conducted under supervision of recognised / master trainers empanelled by the Department of
Personnel and Training, Government of India; as well as master trainers accredited by Ministry
of Environment, Forest and Climate Change. The analysis was done systematically. A gap
analysis was done initially to understand the functional themes in forestry sector which are
lacking in terms of organizational performance, due to lacuna in knowledge and skills. Later the
selected themes were subjected to Training Needs Analysis. The method employed was to
determine whether a training need exists in a functional theme such as, for example forest law or
resource assessment and, if it does, what training is required to fill the gap. It thus became a
process of collecting information about an expressed or implied organizational need that could
be met by conducting training. The need can be a performance that does not meet the current
standard. The consultations were done through group formations and focused group discussions
under the supervision of facilitators The recommendations of different groups were later
presented in front of the entire house and the recommendations were debated and deliberated
upon by all the participants; leading to the final analysis.
Serving State Forest Service officers participated enthusiastically in TNA sessions during
2015 2016 at Central Academy for State Forest Service (CASFOS), Dehradun and Central
Academy for State Forest Service (CASFOS), Coimbatore during a series of training workshops.
The needs analyzed by the participating officers are compiled and presented below.
1. Forest Policy and Law:
Amongst the training areas shortlisted through gap analysis, forest law became a crucial area
where conditions needs to be build in the forest department for good practice amongst forestry
personnel for efficient forest protection.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
38
Group discussions in progress during Workshop on Legal Issues in Forestry by participating SFS officers during
July, 2015
2. Forest Engineering
It was felt widely that the syllabus for Engineering should focus more on the engineering
works needed for soil and moisture conservation and watershed management. The reasons being
primacy accorded to soil and moisture conservation when the unit of planning is or should be
done on a watershed basis. Moreover, forest officers are also involved in watershed as well as
tribal development projects in most of the states.
1.
2.
3.
4.
39
Group discussions in progress during Workshop on Wildlife Management by participating SFS officers during July,
2015
4. Forest Survey:
1. Use of computer/software aided land survey
2. Total station method
5. Forest Utilization:
1. Wood harvesting
a. Logging planning
b. Sale list
i. Assessment of volume
ii. Field verification of marking
c. Action plan
d. For logging
i. Time management
ii. Labor management
e. Off road transport
f. Major transportation
g. Transportation plan
2. Timber depot management
3. Stacking plan
4. Fire management
5. Stacking
6. Theft issues
7. Distance between roads
8. Grading of Timber & Timber products
9. Grading plan
a. On the basis of importance and perishability
10. Marketing plan
11. Sale list
40
12.
13.
14.
15.
11) The Enumeration of Growing stock, Types of forest, & its depiction on map.
12) Management of land record
13) Interpretation of maps and records
14) Modern tools for stock mapping: GIS, Remote Sensing and its field applications
15) Data collection of base year for population dynamics
16) Locality factors
17) Regeneration survey
18) Case Studies of prevention, control and remedial measures of Forest Fire, Natural calamity
and their mapping using GIS Tools
Group discussions in progress during Workshop on Human Resource Management by participating SFS officers
during August, 2015
Forest Protection:
a. Detection of crime/investigation procedures: standard protocol.
b. Database of Forest offences: creation and management at division/ state level
c. Man animal conflict case study approach
d. Illegal wildlife Trade: Success stories
e. Hands on Training with Wildlife Forensics, WCCB/NCB,
f. Forest Fire Management with advanced techniques
g. Real time Satellite data monitoring
h. Digitization of land records
i. Concept of corridors and its revival
j. Forest Encroachment case studies
2. Forest Policy and Law
a. Conduct of Mock Trial court / Case study
b. Relevant provisions of all national laws/acts and
c. Special Emphasis to regular /routine Forest offence cases, RTI, Electronic Evidence
Act.
43
Workshop on "Legal issues in Forestry & Wildlife" from 12 to 17 October, 2015 at CASFOS, Coimbatore
5. Social issues
a. Participatory Forest Management Case study/field visit
b. Social fencing
c. Conflict Management
d. Strengthening local/ frontline institutions.
e. Gender sensitization
f. Tribal Development.
g. Disaster Management
h. Public co-operation
i. Socio economic impact measures.
44
6. Economic issues.
a.
b.
c.
d.
7. Service matters.
a.
b.
c.
d.
e.
f.
8. Contemporary issues.
a.
b.
c.
d.
e.
f.
g.
h.
i.
E Green Watch
REDD+
Climate change
Carbon Trading
Clean Development Mechanism
IPR Issues.
Forest Management Information System.
Remote Sensing, GIS, GPS Modern Tools and Techniques for multiple Functional
Forest Management Planning
Medicinal plants conservation package of practices
Nursery Management
Quality Planting material production Hands on Exercise
Forest certification
Silviculture of Economic trees package of practices.
Industrial Forestry
Community Forestry.
viii.
ix.
x.
xi.
xii.
xiii.
xiv.
xv.
xvi.
xvii.
xviii.
xix.
xx.
xxi.
xxii.
xxiii.
xxiv.
xxv.
xxvi.
xxvii.
xxviii.
xxix.
xxx.
xxxi.
xxxii.
xxxiii.
47
48
9
TRAINING NEEDS ANALYSIS BY STATE FOREST SERVICE OFFICER
TRAINEES UNDERGOING INDUCTION TRAINING AFTER ON THE JOB
TRAINING
The State Forest Service Officer Trainees belonging to the 2014-2016 batch after exposure
to field for four months during their on the job training in forest divisions in respective states
analyzed the training needs in a different light, given the fresh requirements they experienced in
the field. Inputs from young officer trainees gave diversity to the data collected, as well as, lent a
holistic sense to the whole exercise. Varying degrees of experience and exposure ensured that the
data collected was authentic and representative.
1. Forest Utilization
a. Documentation of Indigenous Traditional Knowledge related to NTFPs and
MAP.
b. Methodology for assessment of quality and quantity of NTFPs and MAP.
c. Transfer of technology related to NTFPs and MAP.
d. Trade networks- legal and illegal in NTFPs and MAP.
e. Benefit sharing mechanism in NTFPs and MAP.
2. Computer Applications
a. Graphical packages and multimedia applications.
3. Conservation engineering
a. Inclusion of GIS technology in watershed planning
b. Integration of Conservation Engineering and Natural Resource Management
4. Forest Survey
a. Field level Ground truthing of Geo Spatially Prepared maps like contours, area, toposheet
5. Wildlife management
a. Tranquilization techniques
b. Study of wild animal behavior of major species
c. Rescue of wild animals from habitations
d. Dealing with problem animals like monkeys, blue bulls etc.
e. Camera traps
6. Human Resource Development
a. Preparation of communication tools pamphlets, leaflets, folder, circular, short
movie making
b. Preparation of Radio talk, Interview for television, press conference
c. Preparation for news articles, articles for magazines, technical articles
49
50
10
RECOMMENDATIONS OF THE NATIONAL WORKSHOP ON ROLE OF
CONTEMPORARY FORESTRY IN NATIONAL ECONOMY, CHANGING ROLES
OF FORESTERS AND RESULTANT TRAINING NEEDS DURING 1ST 3RD
FEBRUARY, 2016
Foresters have played an important role in national development in the midst of wide
array of challenges of socioeconomic, political and environmental character. The workshop
threw open several facets of the changing roles of foresters in Indian economy and the overall
forest governance framework.
There has been a paradigm change in forestry sector. The landmark shifts in approaches
towards forest governance is because of several developments both national and international.
Forest management is moving beyond conventional objectives through the new working
plan code, 2014; by ensuring involvement and commitment of people and local institutions to
ensure implementation of the modern forest management strategies. The focus now is slowly
moving towards productivity enhancement and ecosystem values including soil, water, air,
livelihood, aesthetic, NTFP and biodiversity values. And in the process, ecosystem approach to
forest management with multiple functions has turned out to be a turning point in contemporary
forest management. Livelihoods which stem from forestry sector and inter-sectoral cooperation
in forest governance have attained prominence.
Thus the Preamble for revision of training framework for foresters across ranks with special
reference to the State Forest Service officers consists of the following developing forestry issues.
1. Global forestry trends (REDD +, Climate Change, CBD)
2. Forest Transition
3. Productivity enhancement
51
11. Observational & analytical skills, sensitivity, appreciation and reverence for nature
12. Forests and Climate Change
a) Mitigation role of forests / Plantations
b) Vulnerability of forests to changing climate
c) Climate change resilient forest management
d) SFM
e) Evidences of impacts of climate change on Forests
f) Forest management for climate change adaptation: SFM
13. Expanding role of NTFP
i.
ii.
iii.
iv.
v.
vi.
NTFP trade
Socio-economic studies
II.
People's empowerment
Biotechnology/Genetics
Urban forestry
Art of quoting current literature in reports.
Techniques for Public Administration in estate management with local population
Module for project planning, management and monitoring
Module for Financial management including costing so that sustainable and marketable
strategies of conservations
7. Tools for conflict management on forest rights issues, non forestry uses of forest land,
wildlife habitat issues etc
54
55
11
SUMMARY
The training needs are analysed in a variety of environments involving officers from
different levels of seniority and the information derived from the whole exercise offers
opportunities to the forestry training sector to update the training systems accordingly, in sync
with the changing paradigm shifts in the forestry sector and the society at large. Transitions in
forestry sector needs to reflected realistically and effectively in the capacity building efforts.
Modern governance aims at ethos, efficiency, ethics and equity and the forestry sector should not
be left behind. Innovations and lessons out of global best practices should find a place in the
work culture of the forest department.
The Forest Department should aim at creating conditions that allow innovation to
flourish, which in turn will help improve conservation standards, taking into its fold all the
stakeholders in the society. An efficient conservator should be skilled in an all round manner
responding to opportunities and challenges for the betterment of the environment and society.
And the training framework should help create the best out of young officers joining the State
Forest Service.
The present TNA is done against varying backgrounds and situations, though the
destination is the same; and hence the terminologies and the functional forestry themes found in
the chapters will not be standardised. The present summary outlined below, thus attempts to
homogenise the training areas and the training needs in a holistic and comprehensive manner to
help readers from any background to understand the emerging capacity building needs in the
forest department.
Sl
Training Areas
No.
Training Needs
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
Human
management
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
1.
2.
3.
7
Environmental
Economics
4.
5.
6.
7.
1.
2.
Forest Utilization
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
10
Forest Accounts
Procedure
and
7.
8.
9.
10.
11.
12.
13.
11
Forests
Change
and
1.
2.
Climate 3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
12
7.
Non
Wood
Forest
8.
Products and Medicinal
9.
Plants
10.
11.
12.
13.
14.
15.
16.
1.
2.
3.
4.
5.
6.
7.
8.
9.
13
Biodiversity
Conservation & Wildlife
Science
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Genetics 1.
14
Conservation
and Breeding
15
16
11.
12.
1.
2.
3.
a.
b.
c.
d.
1.
2.
17
Watershed Management
3.
4.
5.
6.
1.
2.
3.
18
Forest Engineering
4.
5.
6.
7.
1.
2.
3.
4.
5.
19
Forest Protection
6.
7.
20
Contemporary
Management
8.
9.
10.
11.
12.
13.
1.
2.
Forest 3.
4.
5.
6.
Estimation of Biomass
Carbon stock estimation
Urban forestry
Managing Green spaces for Biodiversity conservation
Growing of timber outside forests
Main species: plantation models
Market demand, market access & information
Species specific benefit-cost analysis
Business cycle; Past experience of price crash
Integration of Conservation Engineering and Natural
Resource Management
Field visits to DPAP areas to study the soil and moisture
conservation works.
In-situ and Ex-situ conservation measures with case
studies
Modern methods of soil and water conservation and
Watershed Management.
Rain water harvesting techniques
Green Building
Eco friendly building
Rain water harvesting techniques and use of nonconventional energy resources.
SMC, Structure, Design cost estimating
Drainage line treatment work
Use of software for SMC works calculation
Silt yield Indexing and calculation
Threats to forest, and its depiction on map using GIS
tools
Demarcation methods of Forest and its boundaries.
Digitization of land records
Management of land record
Case Studies of prevention, control and remedial measures
of Forest Fire, Natural calamity and their mapping using
GIS Tools
Success stories of control of pests, diseases and invasive
weed species
Database of Forest offences: creation and management at
division/ state level
Illegal wildlife Trade: Success stories
Hands on Training with Wildlife Forensics, WCCB/NCB,
Forest Fire Management with advanced techniques
Real time Satellite data monitoring
Concept of corridors and its revival
Forest Encroachment case studies
E Green Watch
REDD+
Climate change
Carbon Trading
Clean Development Mechanism
IPR Issues.
62
21
Working Plan
22
Project management
It was felt that forest management could be better with a widened field of interest, so that
management options can be seen in the context of larger concepts which are integrated with
each other. Thus capacity building solutions lie not only in building an enhanced technical
expertise in managing the forests in the silvicultural or the habitat management point of view,
but also in understanding the larger associations between separate resources towards a
comprehensive ecological perspective on resources and people. The sense of appreciation
towards ecosystems and the ecological approach towards forest management requires an
attitudinal transformation, since it amounts to a huge landmark shift in the foresters managerial
approach, adopting a holistic view of the natural world. The dynamic nature and finite capacities
of ecosystems needs to be accounted, with stress on ecosystem based forest management
including forest ecosystem services such as water, NTFP, carbon storage & sequestration as well
as ecotourism. The concept of ecosystem diversity thus needs to be truly factored into modern
forest management, including the number, kinds and patterns of landscape ecosystems and their
processes.
It is a challenging arena because management frameworks towards ecological approaches of
forest management are to be created and incorporated into training strategies. Though underestimated, the basic forestry skills are to be given a stronger emphasis in the future training
curriculum. It is widely acknowledged that possibilities needs to be explored for introduction of
novel technological tools at the managerial, administrative, human resource and policy making
levels of the existing forest management structure. Management at the field level attains vital
importance for the ACF level officers in the forest department.
Apart from general economics, there is a heightened need for foresters to understand the basic
philosophy of environmental economics and imbibe skills of valuation of ecosystem services. It
is very essential to move beyond institutions and appreciate the art of community mobilization.
Experts strongly feel appropriate to incorporate practical experiences with methods for
community & rural development and participatory rural appraisal, which would be further
underpinned by study of the dynamics of rural society itself.
This TNA document is the start of a time bound action process, and will be used as a basis for
introspection and adoption in SFS induction training, through review of the training curriculum
of State Forest Service officers after wide ranging discussions with key stakeholders including the
63
central government, state governments, experts and retired forestry personnel. Another crucial
aspect of the final training design would be the training methodologies which would decide the
efficacy of the evolving modern curriculum in the induction training programs of Directorate of
Forest Education. The resultant Entrance and Training Rules for State Forest Service Officers is
expected to respond to the challenges of improving performances in the forest department,
ensuring ecological balance through sustainable development, bringing efficiency with
transparency in public service while keeping pace with the changing environment in the public
service.
64
12
REFERENCES
Anon. (1961). 100 Years of Forestry (1861-1961). Vols.1 & II, FRI, Dehra Dun.
Ball, J. (2004). Written communications: essential skills for forestry professionals. Unasylva, 55,
2004/1.
Burley, J. (2001). Changing forestry education: A UK view. Meeting of International University
forest Education Leaders, FAD. Faculty of Forestry, University of British Columbia, Vancouver,
BC, Canada.
Dogra. A.S. (2013). Professional forestry education in India for the 21st century. . Indian
Forester 139(4): 282-288
FAO (2002). Forestry education for the future: expanding the scope. The Extension, Education
and Communication Service. FAO Research, Extension and Training Division.
http://www.fao.org/sd/2002/KN0302a_en.htm. March 2002.
Innes, J.L. and Ward, D.M. (2007). Professional education in forestry .. In: Commonwealth
Forests. An overview of the Commonwealth forest resources. (Commonwealth Forestry
Association ed.),pp.42-53.
JICA. (2011). Report on the Needs and challenges of State level Training. Project for Capacity
Building of State Forest Training Institutions and SFS Colleges. Directorate of Forest Education,
Dehradun
Konijnendijk, C. (1995). Educating Foresters of the twenty first century. Unasylva, 182.http://www.fao.org.docrep/v6585e/6585eOO.htm.
Lahiri A.K. (2013). A thought on thrust areas of todays technical level foresters. Indian Forester
139(4): 382-384
Miller, H. C. (1996). Summary report of the " Meeting of the FAO Advisory Committee on
Forestry Education, Santiago, Chile, November 1996. Proc., FAG Advisory Committee on
Forestry Education 18th Session. Rome.
MOEFCC (2008). Report of the Committee on strengthening of Institutional mechanisms for
capacity building in the forestry sector. pp. 1-3
Quli, S.M.S, Sivaji. V and Srivastava. K.K . (2013). Forestry Education in India: Retrospect,
Prospect and Recommendations for improvement. Indian Forester 139(4): 316-323
Sharma, J. (1998). Forestry Training in India Its time to rethink strategies. Proceedings of the
seminar on Role of Forest Education in Conservation of Natural Resources held on 29th
January, 1998 at SFS College, Dehradun. pp. 69-72
65
Temu, A.B. and Kiwia, A. (2008). Future forestry education: responding to expanding societal
needs. World Agroforestry Centre (IC Nairobi)
Westoby, J. (1989). Introduction to world forestry. Oxford, UK, Blackwell.
66
13
ANNEXURES
Annexure I
In-service Training Courses For year 2015-16
1. Central Academy for State Forest Service, Dehradun
S.
No.
Name of Course
One week Training-cum-workshop on
Legal Issues in Forestry (LIFE)
One week Training-cum-workshop on
Wildlife Management (WLM)
One week Training-cum-workshop on
Human Resource Management (HRM)
Two week General Refresher Course (GRC)
One week Training-cum-workshop on
Training of Trainers (ToT)
One week Training-cum-workshop on
Community Forestry & JFM (CF&JFM)
1
2
3
4
5
6
Period
Duration
1 week
1 week
1 week
2 weeks
1 week
1 week
Name of Course
One week Training-cum-workshop on
Wildlife Management (WLM)
One week Training-cum-workshop on
Community Forestry & JFM (CF&JFM)
One week Training-cum-workshop on
Legal Issues in Forestry & Wildlife (LIF&W)
One week Training-cum-workshop on
Human Resource Management (HRM)
Two week General Refresher Course (GRC)
Period
Duration
1 week
1 week
1 week
1 week
2 weeks
67
Annexure II
List of Participants for In-service SFS Officers at CASFOS, Derhadun (2015-16)
S.
N
o.
Year
Cour
se
Participants
Name
State
Contact No.
1.
2015
GRC
Shri
Sanjivansingh B.
Chavan, ACF
Maharashtra
022-25980121
09766242850
09833696049
chavansanjivan
@gmail.com
Maharashtra
09552812374
09420159373
umashankarkp
4@gmail.com
Maharashtra
9922994019
bhoiteratnakar
@gmail.com
2.
2015
GRC
Shri U.G.
Kshirsagar, ACF
3.
2015
GRC
4.
2015
GRC
Shri A.T.
Toradmal, ACF
5.
2015
GRC
Shri R.J.
Gaikwad, ACF
6.
2015
GRC
Shri A.W.
Kavitkar, ACF
7.
2015
GRC
Shri K.V.
Godbole, ACF
8.
2015
GRC
9.
2015
GRC
Shri J.H.
Chaudhari, RFO
10.
2015
GRC
Shri R.H.
Zagade, RFO
C/o Dy Conservator of
Forest AT/P Kolhapur,
Tal& Distt Kolhapur Opp.
GPO Tazabai Park P.O.
Maharashtra 416 005
ACF Reserch Centre, Jalna
Dist. Jalna Maharashtra
ACF(Vigilance) Thane LBS
Marg Teen Hat Naka,
Naupada Thane (West),
Maharashtra
East Nasik Division DistNasik Maharashtra
Sub DFO, Rajura, Central
Chanda Division,
Maharashtra
O/o Dy. Conservator of
Forest, Evalution, Nagpur
Division D-wing, Ground
floor, 'Vanbhavan' Civil
Lines, Nagpur, Maharashtra
Kankavli Tal Kankavli Distt
Sindhudurg Maharashtra
RFO, Shirgonda (EGS)
Dist Ahemadnagar,
Maharashtra
O/o Plantation Office
Prashanskiy Sankul,
Baramati Dist. Pune 413102
Maharashtra
09967214207
anil.toradmal@
gmail.com
Maharashtra
9763703720
rajangaikwad25
1@gmail.com
Maharashtra
9423125135
kavitkarashok
@gmail.com
Maharashtra
09422383256
09049154609
kesarinath62@
gmail.com
Maharashtra
02367-231147
Maharashtra
9763703716
Maharashtra
9850236605
rajeshzagade@
yahoo.co.in
Sawantwadi, Dist
Sindhudurg, Maharashtra
Maharashtra
02326-271035
09423559732
rfosawantwadi
@gmail.com
sanjaypatilvajo
ba@gmail.com
Maharashtra
9881070234
rfobpjadhav@
gmail.com
dycfkop2007@
gmail.com
bharatpatil6006
@gmail.com
rfokankavli@g
mail.com
chaudharijagdis
h511@gmail.c
om
11.
2015
GRC
12.
2015
GRC
Maharashtra
0231-2651959
09423276253
Maharashtra
02345-272227
09422407467
tanajimulik@g
mail.com
Maharashtra
02162-228670
vilas.shinde009
@yahoo.com
Maharashtra
8888315509
gangadharshin
de62@yahoo.i
n
13.
2015
GRC
14.
2015
GRC
15.
2015
GRC
16.
2015
GRC
Shri G.M.
Shinde, RFO
68
S.
N
o.
Year
Cour
se
17.
2015
GRC
18.
2015
GRC
19.
2015
GRC
20.
2015
GRC
21.
2015
GRC
22.
2015
GRC
23.
2015
24.
Participants
Name
Shri D.R.
Wakchaure,
RFO
Shri S.M.
Gaikwad, ACF
Shri Huri
Golmei, ACF
State
Maharashtra
9422171949
Maharashtra
9890758535
Shri Th.
Bimolchandra
Singh, ACF
Shri D.K.
Choudhary,
RFO
GRC
2015
GRC
Shri Anand
Kumar, RFO
25.
2015
GRC
Shri Arun
Kumar, ACF
26.
2015
GRC
Shri Atal
Mahajan, ACF
Shri K. Shital
Meetei, ACF
Contact No.
Manipur
Email
dilipwakchaure
@yahoo.co.in
shrimant1964
@gmail.com
hurigolmei@g
mail.com
Manipur
9774460922
shitalkon@gm
ail.com
Manipur
9436025032
thangjambimol
chandra@yaho
o.com
07541820910
09430060006
gopaljha12@g
mail.com
Punjab
8146589921
kumararuniam
@gmail.com
Punjab
09988472388
09417222388
atalmahajan@y
ahoo.com
West Bengal
9831605307
somnath.sarkar
289@gmail.co
m
West Bengal
9830962164
joy.wbf@gmail
.com
Tripura
7308141086
Tripura
9436921617
pallab138@gm
ail.com
froranni@gmai
l.com
Bihar
Bihar
Bihar
27.
2015
GRC
Shri Somnath
Sarkar, ACF
28.
2015
GRC
Shri Jayanta
Basu, ACF
29.
2015
GRC
Shri Saumitra
Das, ACF
30.
2015
GRC
Shri Pallab
Chakraborty,
ACF
O/o Dy Conservator of
Forests Aranya Bhawan
Block - LA, 10 A, SectorIII Salt lake Kolkata-700098 W.B.
O/o PCCF & HoFF, W.B.
LA- 10 A, Sector- III Salt
lake Kolkata-700-098 W.B.
O/o PCCF (Tripura)
Gurkhabashti, Agartala,
Kunjaban, Aranya Bhawan,
Tripura
O/o Director Sepahi jala
Zoological Park Dist.
Sapahi jala Tripura
31.
2015
GRC
Shri A. Naushad,
RFO
Kerala
09447026774
08547600770
32.
2015
GRC
Himachal
Pradesh
9418011062
33.
2015
GRC
Shri Ashwani
Kumar, ACF
Himachal
Pradesh
9418064425
rfosharma78@
gmail.com
34.
2015
HRM
Uttarakhand
09458192153
09412029627
deekaysingh86
@gmail.com
35.
2015
HRM
Dr. Santosh
Kumar Gupta
36.
2015
HRM
Uttarakhand
Uttarakhand
santoshforests
26@gmail.com
mishrarp11196
0@gmail.com
69
S.
N
o.
Year
Cour
se
Participants
Name
State
37.
2015
HRM
Uttarakhand
38.
2015
HRM
Sh. Jeewan
Chandra Joshi
39.
2015
HRM
Sh. Praveen
Kumar
40.
2015
HRM
Sh. Prem
Narayan Shukla
41.
2015
HRM
42.
2015
HRM
Sh. Bhupindra
Singh
43.
2015
HRM
Sh. Puranik
Subhash Govind
44.
2015
HRM
Sh. R.M.
Borhade
45.
2015
HRM
Sh. D.C.
Chakole
46.
2015
HRM
47.
2015
HRM
Sh. Abhay
Kumar
48.
2015
HRM
Sh. R. Srinivas
Rao
49.
2015
HRM
Sh. Sanjay
Shrivastava
50.
2015
HRM
51.
2015
HRM
Sh. B. Shyam
52.
2015
HRM
Contact No.
srprajapati13@
gmail.com
wpouki@gmail
.com
Uttarakhand
Uttarakhand
9412129339
05946-254952
bdharbola9@g
mail.com
bkhagta@gmai
l.com
Uttarakhand
Maharashtra
praveensharma
ufta@gmail.co
m
dpdthatyur@g
mail.com
Uttarakhand
Uttarakhand
02372-284492
acfwlkoyana@
rediffmail.com
apccfrsch@gm
ail.com
Maharashtra
Maharashtra
0712-2551672
Uttar
Pradesh
9412537997
Uttar
Pradesh
reddysr1506@
gmail.com
abhayanju15@
gmail.com
Uttar
Pradesh
0870-2442545
vani_srinivasra
o@yahoo.com
Madhya
Pradesh
9424791150
sanjay_alkas@r
ediffmail.com
Madhya
Pradesh
Madhya
Pradesh
Madhya
rp2851963@g
mail.com
8959744435
bs_shyamacf@
rediffmail.com
the.manoj.argal
70
S.
N
o.
Year
Cour
se
Participants
Name
53.
2015
HRM
54.
2015
HRM
Sh. Pradeep
Kumar Thakur
55.
2015
HRM
Sh. Surinder
Kumar Gupta
56.
2015
HRM
Sh. Surender
Kumar Musafir
57.
2015
HRM
58.
2015
HRM
Sh. Anaz MA
59.
2015
HRM
Sh. Raju K.
Francis
60.
2015
HRM
Sh. Rajeshwar
Singh Jasrotia
61.
2015
HRM
Sh. K.K.
Khelwar
62.
2015
LIFE
63.
2015
LIFE
64.
2015
LIFE
Sh. Chandra
Shekhar Tiwari
65.
2015
LIFE
Sh. J.P.
Chandrakar
66.
2015
LIFE
67.
2015
LIFE
68.
2015
LIFE
Sh. J.K.
Katakwar
Conservator of Forests
Nahan Forest Circle nahan,
Distt. Sirmaur (H.P.)
Conservator of Forests
Dharamshala Forest Circle
Conservator of Forest,
Director, Forest Training
Institute & Rangers Collage,
Nagar H.P
Conservator of Forest
Director (North) H.P. State
Forest Development
Corpn. Ltd. Dharmashala
H.P.
Conservator of Forests
Great Himalayan National
Park Shamshi Kullu H.P.
175126
Asst Conservator of Forest
& Technical Assistant O/o
Chief Conservator of
Forests High Range Circle
Koltayam, Kerala
Asst Conservator & Liaison
Officer Kerala High Court
Chief Conservator of Forest
Working Plan, Research
&Training, O/o Prl. CCF,
J&K Govt sheikhbagh,
Srinagar 190001
DFO, Jhanjgir Champa,
Conservator of Forest
Working Plan Forest
Division Bilaspur,
Chhattishgarh
Conservator of Forest
(Admin. Non Gazetted)
O/o PCCF Chhattishgarh,
Raipur
Divisional Forest Officers
Korea Forest Division
Chhattisgarh
CF, Wild life O/o CF,
Wildlife Sanguja Ambikapur
Chhattisharg
Director, Forest School,
Jagdalpur, Chhattishgarh
Regional General Manager
Forest Colony VVNMangla Bilaspur,
Chhattishgarh
CF, Working Plan O/o CF ,
Working Plan Division
Ambikapur Chhattishgarh
State
Contact No.
Pradesh
Email
@gmail.com
Himachal
Pradesh
01702-224824
guptayop@hot
mail.com
Himachal
Pradesh
9418031005
pradeepthakuri
ps@gmail.com
Himachal
Pradesh
9418156567
skgupta140719
5@gmail.com
Himachal
Pradesh
9418065444
sk.musafir@ya
hoo.in
Himachal
Pradesh
01902-265320
dirghnp@gmai
l.com
Kerala
9497675012
anaz@gmail.co
m
Kerala
rsj_1985@redi
ffmail.com
J&K
Chhattisgarh
9165087939
dfojchampa@r
ediffmail.com
Chhattisgarh
7587012920
cfbilaspur@red
iffmail.com
Chhattisgarh
9479039147
sukrit.sao1998
@gmail.com
Chhattisgarh
9425254531
dfo.korea_bkp
@yahoo.com.i
n
Chhattisgarh
9425231227
jpch26@gmail.
com
Chhattisgarh
9425507222
ratrehl@gmail.
com
Chhattisgarh
9425247071
yadav7op@gm
ail.com
Chhattisgarh
9425518736
jkkatakwar@g
mail.com
71
S.
N
o.
Year
Cour
se
Participants
Name
69.
2015
LIFE
Sh. Amrish C.
Patel
70.
2015
LIFE
Shri K.K.
Bhardwaj
71.
2015
LIFE
72.
2015
LIFE
Shri. Vikas
Karan Verma
73.
2015
LIFE
Sh. R.B.Sharma
74.
2015
LIFE
Sh. P.S.
Champawat
75.
2015
LIFE
Sh. Ashok
Kumar Sharma
76.
2015
LIFE
77.
2015
LIFE
78.
2015
LIFE
79.
2015
LIFE
80.
2015
LIFE
81.
2015
LIFE
Sh. Narendra
Prasad
82.
2015
LIFE
83.
2015
ToT
Shri Rajeev
Sharma
84.
2015
ToT
Shri Parminder
Singh
State
Contact No.
Gujarat
9825146838
dcfsfsnr@gmai
l.com
Madhya
Pradesh
9425014303
dtokatni@mpf
orest.org
Madhya
Pradesh
9424790800
Madhya
Pradesh
9424793326
vikaskaran_ver
ma@redffmail.
com
Madhya
Pradesh
9424791451
dfoecwa@mpf
orest.org
Madhya
Pradesh
9425495265
champawatps2
3@gmail.com
J&K
9419187094
sharma.ashok3
93@gmail.com
Rajasthan
9461595986
umaram@icfre
.org
Rajasthan
9414210678
rpguptaifs@g
mail.com
Rajasthan
9414648648
dsdullardcf@g
mail.com
Rajasthan
9413333350
mrpoonia7@g
mail.com
Jharkhand
9334285101
sinhaanup@re
diffmail.com
Jharkhand
9470199077
cf.gumla@gma
il.com
Jharkhand
8084033617
jpnsinha.jkk13
2@gmail.com
Himachal
Pradesh
09418471401
Rajeev1361@g
mail.com
Himachal
Pradesh
09418096229
Parminder411
@gmail.com
72
S.
N
o.
85.
Year
2015
Cour
se
Participants
Name
ToT
Shri Rajkumar
M. Vidhate
86.
2015
ToT
Shri Ramesh G.
Thakur
87.
2015
ToT
Shri Bhalerao
M.P.
ToT
Shri Pramod
Bhimsing
Dhanke
ToT
Shri Vijay
Vinayak Bapat
ToT
Shri Kshirasagar
D.S.
ToT
Shri Niranjan A
Vivarekar
88.
89.
90.
91.
2015
2015
2015
2015
State
Maharashtra
Maharashtra
Contact No.
08793467573
(M)
09423891601(
M)
02527-272086
(o)
9421550266(M
)
02527272086(o)
rajkumar.vidha
te@gmail.com
ramessssh@g
mail.com
fgts.shahapur
@gmail.com
0258-4288480
dcptipal@yaho
o.com
Maharashtra
07172-255519
principalcfrc@
gmail.com
pbdhanke@gm
ail.com
Maharashtra
02527-272086
(o)
9850728799
(M)
fgts.shahapur
@gmail.com
Maharashtra
07220-230230
9405408630
9850572847
principal.mfrc9
33@gmail.com
devendrakshirs
agar1@gmail.c
om
Maharashtra
07220-230230
(o)
09421787566
(M)
principal.mfrc9
33@gmail.com
West Bengal
03222-220077
96909915542
dirsftihijli@gm
ail.com
arungpanda@g
mail.com
Assam
9435202527
Assam
9401277391
jnrongpi@gma
il.com
Sikkim
9609986180
josephjohan63
@yahoo.in
Sikkim
9434256950
tbsubba65@g
mail.com
Maharashtra
92.
2015
ToT
Shri Arunangsu
Panda
93.
2015
ToT
94.
2015
ToT
Shri Jogonath
Rongpi
95.
2015
ToT
Shri Nandu
Lamlchaney
96.
2015
ToT
97.
2015
ToT
Ms Merab
Basnet
Sikkim
9593378085
merab_basnet2
9@hotmail.co
m
98.
2015
ToT
Ms. Shewani
Pradhan
Sikkim
9609878403
sbbsikkim@g
mail.com
ToT
Shri Parmatma
Singh
9431358390
pmsingh1962
@gmail.com
ftsmahilong@g
mail.com
99.
2015
Jharkhand
73
S.
N
o.
Year
Cour
se
Participants
Name
Shri Ravindra
Kumar Singh
Shri Binay Bihari
Sinha
100. 2015
ToT
101. 2015
ToT
102. 2015
ToT
Shri Krishna
Gopaljee Pandey
103. 2015
ToT
104. 2015
ToT
105. 2015
ToT
Shri Kailash
Bhadkare
106. 2015
ToT
Shri Ashok
Kumar Hanwate
107. 2015
ToT
Shri Saby
Varghese
108. 2015
ToT
Shri Praveen
Kumar Sharma
109. 2015
WLM
110. 2015
WLM
Sh.
Ashwinkumar
Parmar
111. 2015
WLM
112. 2015
WLM
Shri J.K.
Makwana
113. 2015
WLM
114. 2015
WLM
115. 2015
WLM
116. 2015
WLM
Shri V.J.Rana
117. 2015
WLM
Shri Manoj
Bhaik
118. 2015
WLM
Shri Hemant
Kumar Gupta
State
Contact No.
Email
rksingh94312
@gmail.com
bbsinha1961@
gmail.com
Jharkhand
9431256655
Jharkhand
9431155787
Jharkhand
9431193797
Madhya
Pradesh
9424663524
Madhya
Pradesh
9424794836
Madhya
Pradesh
9424795998
Madhya
Pradesh
9424792127
Kerala
9447979171
Pr.arippa.for@
kerala.gov.in
Uttarakhand
9412129339
praveensharma
ufta@gmail.co
m
Gujarat
9427034851
evy.samuel.gm
ail.com
Gujarat
9427359336
ashwin61@yah
oo.com
Gujarat
9825016975
bharatmodi109
@yahoo.com
Gujarat
9825085306
dycfpatan25@
yahoo.in
Gujarat
9427450834
Gujarat
9825603505
Gujarat
9909028605
dcf.dhg@gmail
.com
Gujarat
8238084343
vjrana1963@g
mail.com
Himachal
Pradesh
9418036842
manojbhaik@g
mail.com
Himachal
Pradesh
9418020469
hemantgifs@g
mail.com
kgjpandey@g
mail.com
laxmikantwasni
k85@gmail.co
m
sdoneemuch@
mpforest.org
ktparmardcf@
gmail.com
mangal_gujjar
@yahoo.com
74
S.
N
o.
Year
Cour
se
Participants
Name
State
Contact No.
WLM
Himachal
Pradesh
9418485544
solankiop@gm
ail.com
Himachal
Pradesh
9418474111
rkgupta18@ya
hoo.com
120. 2015
WLM
Executive Director, HP
Mid Himalayan Watershed
Dev. Project, Forest Road,
Solan
121. 2015
WLM
Sh. Dhirendra
Bhargava
CCF Balaghat
122. 2015
WLM
123. 2015
WLM
124. 2015
WLM
125. 2015
WLM
126. 2015
WLM
Shri Vikram
Singh Parihar
127. 2015
WLM
Shri Vincent
Rahim
Shri Ravikant
Mishra
Shri Ravindra
Saxena
128. 2015
WLM
Shri M.P.S.
Rawat
129. 2015
WLM
130. 2015
WLM
131. 2015
WLM
132. 2015
133. 2015
134. 2015
CF&J
FM
Shri Ashok
Kumar Gupta
Shri P.
Brahmanandam
9424790100
9425172433
9424791938
9425839395
9424794107
9424793300
vsparihar61@g
mail.com
Madhya
Pradesh
9425177466
vincentrahim
@rediffmail.co
m
Uttarakhand
9568003205
mpsr.1959@g
mail.com
Uttarakhand
9412438787
gcpant10@yah
oo.com
Uttarakhand
9412058073
d.f.o._kalsi@re
diffmail.com
Uttarakhand
9412055730
mr.gupta18@g
mail.com
05262-230908
09450034075
Divisional Logging
Manager, U.P. forest
Coporation, Office of
DLM, Forest Colony
Gunda (U.P)
09415928457,
09628611567
Shri Rajeev
Kumar Singh
9415720171
ccfbalaghat@
mpforest.org
harishgupta280
7@gmail.com
mravikant9@g
mail.com
ravindrasaxena
62@ymail.com
korirs2000@g
mail.com
Madhya
Pradesh
Shri D.N.Reddy
CF&J
FM
CF&J
FM
Madhya
Pradesh
Madhya
Pradesh
Madhya
Pradesh
Madhya
Pradesh
Madhya
Pradesh
dsmgondae@g
mail.com
domakondanre
ddy2012@gma
il.com
rkasingh5@gm
ail.com
75
S.
N
o.
Year
Cour
se
Participants
Name
State
Contact No.
135. 2015
136. 2015
137. 2015
138. 2015
CF&J
FM
Divisional Logging
Manager, U.P. Forest
Corporation, 1006 Station
Road, Jhansi
09005963288
Shri Raghubar
Datt Sati
9568003236,
05946-228663
05496 220365,
9412087895
Shri Dinesh
Chandra Tewari
9568003240,
05942-235464
Shri J.P.Bhatt
09568003244
CF&J
FM
CF&J
FM
CF&J
FM
139. 2015
CF&J
FM
140. 2015
CF&J
FM
141. 2015
Shri T. Laxmi
Rajam
CF&J
FM
Shri Bhupendra
Pratap Singh
Shri
M.S.Tramboo
143. 2015
CF&J
FM
CF&J
FM
Ishtiag Ahmad
Bhutt
thallalaxmiraja
m@gmail.com
rdsati1960@g
mail.com
tcarya032@gm
ail.com
dfdmnainital@
gmail.com
Jagdishprasad
@gmail.com
Bpsdfo88@gm
ail.com
Uttarakhand
09596568454
mstrumboo@g
mail.com
J&K
09419193925,
09906909069
J&K
liaqatalidar@g
mail.com
09419144700
J&K
iabhutt28@gm
ail.com
76
S.
N
o.
Year
Cour
se
144. 2015
CF&J
FM
145. 2015
CF&J
FM
146. 2015
CF&J
FM
147. 2015
CF&J
FM
148. 2015
CF&J
FM
149. 2015
CF&J
FM
150. 2015
CF&J
FM
Participants
Name
Shri Rajeevan M
Asst. Conservator of
Forests, O/o Chief
Conservator of Forest,
Eastern Circle, Palakkad
Wild life warden, Idukki
Wild Life Division. Idukki,
Kerala
Director Sakkarbang Zoo,
Junagadh
DFO, Karbi Anglong East
Division Diphu, Assam
Shri S.J.Pandit
Shri Joy Singh
Bey
Shri Rajen
Choudhury
Shri S.K.Singh
Dr.Surya
Prakesh Tiwari
Shri Devaraja
151. 2015
CF&J
FM
152. 2015
CF&J
FM
153. 2015
CF&J
FM
Shri Ambady
Madhav
Shri Narendra
Kumar Pandey
State
Contact No.
09447008129
Kerala
08281478297
9447915550
prsuresh19@g
mail.com
0285-2660235
09978441507
09435329031
directorsbz@g
mail.com
jsingbey@gmai
l.com
Kerala
Gujarat
rajeevanm91@
gmail.com
Assam
09435026385
raj_gty@rediff
mail.com
Assam
09425821018
M.P.
09425184536
M.P.
Karnataka
09448140736
0831-2467218
09448142127
Karnataka
09926847979
Karnataka
sksingh.singh1
4@gmail.com
sptiwaridfossgr
@gmail.com
devrajkbalegar
@gmail.com
bhadracada@g
mail.com
narendrapande
ydfo@gmail.co
m
77
Year
Course
Participants
Name
State
Contact No.
1.
2015
WLM
Shri B. Santhosh
Kumar
Kerala
9447979115
santhoshkovalam@gmail.com
2.
2015
WLM
Shri K. Rajangam,
Tamil Nadu
09486800789
rajangamsfs@gmail.com
3.
2015
WLM
Shri M. Anand
Kumar
Tamil Nadu
7639660929
anandkumaracf09@gmail.com
4.
2015
WLM
Shri Pushpakaran
Tamil Nadu
9443759789
apushpakaran@gmail.com
5.
2015
WLM
Tamil Nadu
9486927521
nagaiahvI@gmail.com
6.
2015
WLM
Shri Ramesh
Chandra
Uttarakhand
9412110251
rameshdfo@gmail.com
7.
2015
WLM
Shri B. L. Desai
Gujarat
9825325793
sfbk@gmail.com
8.
2015
WLM
Shri L. J. Parmar
Gujarat
9925247853
ljparmaracfpbr@gmail.com
9.
2015
CF &
JFM
Shri Rajeevan. M.
Kerala
09447008129
rajeevanm91@gmail.com
10.
2015
CF &
JFM
Kerala
09495930278
11.
2015
CF &
JFM
Shri
UdaykumarNaik
Karnataka
09482184458
acfganeshgudi@gmail.com
12.
2015
CF &
JFM
Shri Balakrishna .S
Karnataka
09448305050
greenyvk5050@gmail.com
13.
2015
CF &
JFM
Maharashtra
09011176536
ddsfdchandrapur@gmail.com
14.
2015
CF &
JFM
Shri Kamlakar W.
Dhamge
Maharashtra
09422820256
kamlakar.dhamge@gmail.com
15.
2015
CF &
JFM
Shri
GulabDeoramWalse
Maharashtra
098226633109
dycf_ahmednagar@yahoo.co.in
16.
2015
CF &
JFM
Shri Anil M.
Anjankar
Maharashtra
.09819044227
anilmanjankar@rediffmail.com
17.
2015
LIF&W
Shri Dadasaheb B.
Shendage
Maharashtra
7588840777
shendage93@gmail.com
78
S.
No.
Year
Course
Participants
Name
18.
2015
LIF&W
Shri Satish P.
Wadaskar
Maharashtra
19.
2015
LIF&W
Dhanaji Pandurang
Nikam
Maharashtra
20.
2015
LIF&W
Prandip
Damodharji
Masram
21.
2015
LIF&W
Ladkat N.S
22.
2015
LIF&W
SivajiBabanFule
23.
2015
LIF&W
Gurunath Kisan
Anarse
24.
2015
LIF&W
25.
2015
LIF&W
Anil
TukaramThorat
Maharashtra
26.
2015
LIF&W
Suresh Babanrao
Kewate
Maharashtra
27.
2015
LIF&W
Vijay N. Hinge
Maharashtra
28.
2015
LIF&W
Pramod B. Dhanke
29.
2015
LIF&W
Shrikrishna
Sukhdeo Patil
Maharashtra
30.
2015
LIF&W
Prakash Tulshiram
Morankar
Maharashtra
31.
2015
LIF&W
Praveen Kumar
Haridas Badge
Maharashtra
32.
2015
LIF&W
Vijai M. Godbole
33.
2015
LIF&W
34.
2015
LIF&W
B.T. Bhagat
State
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Contact No.
9420445278
dmgorewada@gmail.com
09423683104
dcfshahapur@gmail.com
09422810127
pdmasram1960@gmail.com
09420856033
nanasaheb63@gmail.com
09423008954
sbfule@gmail.com
07738383609
bapuanarse@gmai.com
9220589090
arjunmhase01@gmail.com
09766617617
thoratanil21@gmail.com
09423983396
sbkewate@gmail.com
09850950305
vnh2309@gmail.com
09423386634
pbdhanke@gmail.com
09423691177
patilshrikrishna99@gmail.com
09420830494
ptmorankar@gmail.com
08550926790
praveenkumarbadge@gmail.com
08806555759
vmg56789@gmail.com
07738155612
nivrittizooo@gmail.com
07350694030
btbhagat12@yahoo.com
79
S.
No.
Year
Course
Participants
Name
35.
2015
LIF&W
Samadhan Bajirao
Chavan
Maharashtra
36.
2015
LIF&W
Digambar
Wamanrao Pagar
Maharashtra
37.
2015
LIF&W
Chandrakant D.
Bharmal
Maharashtra
38.
2015
LIF&W
Surendra Dewaji
Wadhai
Maharashtra
39.
2015
LIF&W
Sanjaykumar S.
Dahiwale
Maharashtra
40.
2015
LIF&W
Sheetala Prasad
Mishra
Uttar
Pradesh
41.
2015
LIF&W
42.
2015
LIF&W
43.
2015
LIF&W
44.
2015
45.
State
Contact No.
09763703729
09579058376
dwpagar@gmail.com
09970334113
cdbharmal@gmail.com
0943016956
surendrawadhai123@gmail.com
09423121922
dycfyawal@yahoo.com
09450003679
ftikanpur@gmail.com
Uttar
Pradesh
09415131857
rkdixit26@gmail.com
Uttar
Pradesh
09415178231
mishrarajeev3@gmail.com
Ashubodh Kumar
Pant
Uttar
Pradesh
09335206162
ashubodhpant@gmail.com
LIF&W
Ramesh Chandra
Sharma
Uttarakhand
09410535351
rcsharma1989@gmail.com
2015
LIF&W
Anjani Kumar
Tripathi
Uttarakhand
09412996722
tripathiak_59@yahoo.co.in
46.
2015
LIF&W
R.A. Pathak
09425566789
pathakra@yahoo.co.in
47.
2015
LIF&W
Rajesh Nanhorya
09827197521
sant_ama88@Yahoo.com
48.
2015
LIF&W
S.K. Paikra
07587013100
durgdfo@yahoo.com
49.
2015
LIF&W
A.B. Minz
09425254875
abminzsoor@gmail.com
50.
2015
LIF&W
Om PrakashTiwari
Madhya
Pradesh
09424792002
tiwariop58@gmail.com
51.
2015
LIF&W
Sanjay Moharir
Madhya
Pradesh
08959952236
sasasamoha@gmail.com
Chhattisgarh
Chhattisgarh
Chhattisgarh
Chhattisgarh
80
S.
No.
Year
Course
Participants
Name
52.
2015
LIF&W
53.
2015
HRM
Tambe
Chandrakant
Raosaheb
54.
2015
HRM
Amar Sable
55.
2015
HRM
Kale Raosaheb
Rangnath
56.
2015
HRM
N.K. Shendre
57.
2015
HRM
Ratansing Khema
Vasave
Maharashtra
58.
2015
HRM
Jagzap Balasaheb
Vitthalrao
Maharashtra
59.
2015
HRM
Bhosale Manik S.
60.
2015
HRM
Pratap Devilal
Rajput
61.
2015
HRM
Dhumal C.L.
62.
2015
HRM
Ghule Vasant
Tukaram
63.
2015
HRM
64.
2015
HRM
Bhalekar Popat
Balaji
65.
2015
HRM
66.
2015
HRM
Javalekar Vishwas
Dhondiram
67.
2015
HRM
N.A. Vivarekar
68.
2015
HRM
Vitthal Dadasaheb
Suryawanshi
T.S. Chaturvedi
Hanmant G.
Dhumal
State
Contact No.
Madhya
Pradesh
09424793705
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
0241
2429670
dfodamohegov.in
ddsfdanr@gmail.com
dfoevalpune@gmail.com
kale.rr01@gmail.com
09420496251
nkshendre61@gmail.com
07588764753
vasaverk@gmail.com
09689931490
jagzapgurudeo@gmail.com
09822349132
msbhosale.9999@gmail.com
09920466053
prataprajput7@gmail.com
09881383690
cldhumal2020@gmail.com
09422335635
ccfnashik2012@gmail.com
09820688145
0942300789
pbbhalekar16@gmail.com
e-mail :swsangli@gmail.com
09421787566
mfrc399@gmail.com
020
25650849
apiopune@gmail.com
81
S.
No.
Year
Course
69.
2015
HRM
70.
2015
71.
Participants
Name
State
Contact No.
Gahin Chandra
Bora,
Assam
09435062090
HRM
G.N. Adhikary
Assam
09481114827
2015
HRM
Bankim Sarma
Assam
72.
2015
HRM
Muklesh Ali
Assam
09435111350
73.
2015
HRM
B. Santhosh Kumar
Kerala
09447979115
santoshkovalam@gmail.com
74.
2015
HRM
Rohini G.R.
Kerala
09746724452
grrohini@gmail.com
75.
2015
HRM
Ashok Kumar
Shukla, IFS
Uttar
Pradesh
09415380980
dfo_abn@rediffmail.com
76.
2015
HRM
Vijaya Kumar
Karnataka
09980699722
vijaykdfo@yahoo.co.in
77.
2015
GRC
Jayanta Kumar
Brahma, ACF
Assam
78.
2015
GRC
Manipur
79.
2015
GRC
L. Manglem Singh,
ACF
Manipur
Manipur
80.
2015
GRC
Ch. Brajamani
Singh, Director,
Forest Training
School
81.
2015
GRC
Sanjay Kamble,
ACF
Maharashtra
82.
2015
GRC
Maharashtra
83.
2015
GRC
Patil Sanjay
Vishram, FRO
Maharashtra
84.
2015
GRC
Maharashtra
85.
2015
GRC
Vijay Pandurang
Suryawanshi. RFO
Maharashtra
dhansini@gmail.com
82
S.
No.
Year
Course
Participants
Name
86.
2015
GRC
Pujari Ramdas
Gawram, RFO
87.
2015
GRC
Nandkishor
Anandrao Patil,
RFO
88.
2015
GRC
Pralhad Mahadeo
Kamble, ACF
89.
2015
GRC
Ramchandra
Kondaji Sagbhor,
RFO
Bokphode
Mahadeo Sopan,
ACF
State
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Maharashtra
Contact No.
90.
2015
GRC
91.
2015
GRC
Nagtilak Ramesh
Nivrutti, ACF
92.
2015
GRC
Uttam Bhika
Vasaikar ACF
Maharashtra
93.
2015
GRC
Shivraj Chandra,
ACF
Uttarakhand
94.
2015
GRC
Prithviraj Singh
Bisht, ACF
Uttarakhand
95.
2015
GRC
Manohar Singh
Semiya ACF
Uttarakhand
96.
2015
GRC
Himachal
Pradesh
97.
2015
GRC
Dinesh
Sharma,DFO
Himachal
Pradesh
98.
2015
GRC
Amit Sharma,DFO
Himachal
Pradesh
99.
2015
GRC
Kamal Bharti,
Divisional Manager,
HPSFDC.
Himachal
Pradesh
100.
2015
GRC
Kerala
101.
2015
GRC
Kerala
102.
2015
GRC
Badal Debnath ,
ADFO
Maharashtra
West Bengal
83
S.
No.
Year
Course
Participants
Name
103.
2015
GRC
Somnath
Chattopadhyay,
ADFO
West Bengal
104.
2015
GRC
Arun Kumar
Mallick, ADFO
West Bengal
State
Contact No.
84
Annexure III
List of SFS officer Trainees in 2014-16 batch, CASFOS, Dehradun
S. No
State
Maharashtra
jaiganeshwai@gmail.com
Maharashtra
amol.garkal@gmail.com
Maharashtra
amolthorat@gmail.com
Anubha Trivedi
Madhya Pradesh
anubhaacfchh@gmail.com
Maharashtra
ashagbhong@gmail.com
Maharashtra
ashok.parhad@yahoo.com
Maharashtra
khopadeashwini@gmail.com
Maharashtra
bapu007@gmail.com
Bharat Solanki
Madhya Pradesh
bs612786@gmail.com
10
D. Rameshwaran
Tamil Nadu
drw_varun@yahoo.co.in
11
Maharashtra
ganeshrandive07@gmail.com
12
Maharashtra
geetampsc@gmail.com
13
Maharashtra
girija.desai@rediffmail.com
14
Maharashtra
hemantshewale8@gmail.com
15
Maharashtra
phoenix8585@gmail.com
16
Maharashtra
leenna.ade@rediffmail.com
17
Maharashtra
makforester@gamil.com
18
Manisha Purwar
Madhya Pradesh
lmacf.mp@gmail.com
19
M.G. Ganesan
Tamil Nadu
appaganesan@gmail.com
20
Maharashtra
nitesh.deogade2011@gmail.com
21
Maharashtra
nitingondane@gmail.com
22
P. Arunkumar
Tamil Nadu
arunperiyaswamy@rediffmail.com
23
Maharashtra
pradippatil314@gmail.com
24
Maharashtra
pranitaparhi@gmail.com
25
Maharashtra
prashantwarude@rediffmail.com
26
Maharashtra
pushpa143.p@gmail.com
27
Maharashtra
imrajanacf@gmail.com
28
Maharashtra
raj.1405@gmail.com
29
Maharashtra
rajendrasadgir@gmail.com
30
R. Rajmohan
Tamil Nadu
papuraj200@gmail.com
85
31
Maharashtra
shripawar156@gmail.com
32
Maharashtra
sonal_bhadke@yahoo.com
33
S. Prabha
Tamil Nadu
prabhaselvarathinam@gmail.com
34
Maharashtra
sbadhekar@rediffmail.com
35
Maharashtra
trupatinikhate203@gmail.com
36
Maharashtra
37
V. Priyadarshini
Tamil Nadu
dharshi_kala@yahoo.co.in
38
Maharashtra
vipul.rathod98@yahoo.com
39
Maharashtra
vihalborhade12@rediffmail.com
86