TRAINING NEEDS ANALYSIS

FOR
INDUCTION TRAINING OF
STATE FOREST SERVICE OFFICERS

Directorate of Forest Education

Ministry of Environment, Forest and Climate Change
Government of India
2016

Published by Directorate of Forest Education,

P.O., New Forest
Dehradun 248 006, India
+91 0135 2750127
March, 2016

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

Training Needs Analysis

for
Induction training of
State Forest Service Officers

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

HDI: Human Development Index

HOD: Head of Department
HOO: Head of Office
HR: Human Resource
ICFRE: Indian Council of Forestry Research and Education
IFA: Indian Forest Act
IFS: Indian Forest Service
JFM: Joint Forest Management
JICA: Japan International Corporation Agency
MAI: Mean Annual Increment
MAP: Medicinal and Aromatic Plants
MFP: Minor Forest Produce
MIS: Management Information System
MNREGA: Mahatma Gandhi Rural Employment Guarantee Act
MOEFCC: Ministry of Environment, Forest and Climate Change
NCB: Narcotics Control Bureau
NFC: National Forest Commission
NFP: National Forest Policy
NGO: Non Governmental Organisation
NTFP: Non Timber Forest Produce
NWFP: Non Wood Forest Produce
PA: Protected Area
PCCF: Principal Chief Conservator of Forests
PDA: Personal Digital Assistant
PR: Public Relations
REDD: Reducing Emissions from Deforestation and Forest Degradation
RTI: Right To Information
SAT: Systematic Approach to Training
SFD: State Forest Department
SFM: Sustainable Forest Management
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SFS: State Forest Service

SFTI: State Forest Training Institute
SMC: Soil and Moisture Conservation
TNA: Training Needs Analysis
TOF: Trees outside Forests
UNFCCC: United Nations Framework Convention on Climate Change
UT: Union Territory
WCCB: Wildlife Crime Control Bureau
WLP: Wildlife Protection

CONTENTS

1. Training Needs Analysis (TNA)

a. Introduction
b. Purpose of training needs analysis (TNA)
c. Steps in training needs analysis (TNA)
d. Organizational context
e. Roles and responsibilities of ACF
2. History of State Forest Service training
3. Review of literature on training needs
4. Methodology
5. An analysis of induction training curriculum of State Forest Service officers: Forest
Fleishman
6. Gap Analysis
7. Findings of JICA assisted technical corporation project of Capacity building of state
forest training institutions and SFS colleges
8. Training needs analysis by serving State Forest Service officers
9. Training Needs Analysis by State Forest Service Officer Trainees undergoing Induction
Training after On the Job Training
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
11. Summary
12. References
13. Annexures
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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.

Steps in Training Needs Analysis (TNA):

The present TNA is conducted through the following steps:
1. Identify organizational context in such aspects as policy, goal, roles and responsibilities
2. Performance analysis known as gap analysis
a. Is this issue a skill/knowledge deficiency?
b. How can the deficiency be addressed?
c. Is training the appropriate way to fix this deficiency?
3. Data collection and analysis
a. Observation
b. Internal discussions
c. Focus Group discussion
d. Involvement of experts
e. Workshop
f. Review of Secondary Information / Desk Study
4. Identify training needs
Organizational context:
Organization in the forest department, in all the states is almost same, particularly at
higher level. The job profile of Conservators and senior Conservators in the top and middle
management level is similar across states and union territories. However, at field level it varies
from state to state. In territorial wing, under the PCCF at state level, the Additional PCCFs
serve in the Forest HQs in different functional areas such as planning, administration, HRD,
CAMPA, working plan, forest conservation etc. There is a separate PCCF for Wildlife in most of
the states, who is the Chief Wildlife Warden of the State. Many states have PCCFs heading other
functional areas as well.
In the field, there are Chief Conservators at circle level, who control DFOs at divisional
level. In states such as Odisha, Rajasthan, MP and Uttarakhand, Regional CCFs head the forest
circles; while in some states, Conservators head the territorial circles. DFOs administer territorial
forest divisions and are assisted by ACFs. Forest Divisions are divided into ranges, headed by
Range Officers.
In states like MP, Andhra Pradesh & Uttarakhand, below forest divisions there are Sub Divisions, manned by ACFs. Apart from territorial wing, which basically looks after protection,
in many states there are development, extension, social forestry wing etc. In addition, all the
states have wildlife wing. These wings too have officers at different levels. In some states like
Tamil Nadu, the circles are controlling both territorial as well as functional divisions like Wildlife,
Plantation etc.
The role of DFO is pivotal. He has to perform many duties, including protection,
guiding staff, attending meetings, protocol duty, sending weekly reports and motivating the
people. The main job of ACF is to assist the DFO and work on his behalf. In many states, the
9

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)

Technical assistant of HOD/HOO

Main architect and craftsman of decision taking tools
Training & capacity building of employees of Forest Division
HRD related works including departmental inquiry
Financial planning & management and evaluation
Forest protection & offence related works
Legal assistance & PIO (Public Information Officer) as per RTI Act and putting the
PIOs view before Appellate authority.
8) Inter departmental coordination
9) Interface between forest and animal / local self government /people
10) Civil Engineering Works planning approval and supervision
11) Peoples organization and livelihood and activities as well as convergence of works
12) Subject specific specialized works
Some of the subject specific tasks performed by Assistant Conservators in the field are listed
below:
1. FCA 1980: Checking of Diversion Proposals
2. FRA 2006 as member of Forest Department at Pargana or sub divisional level
committee
3. Enforcement of law: Seizure and Arrest Memo producing the culprit before JM and
remand (Field/Practical Training)
4. General inquiry of complaints
5. Use of GPS, Camera Trap, GIS/MIS applications.

11

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

12

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.

13

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

14

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.

Underlying principles of subject;

ii.

Defining concepts, theories and methods;

iii.

Current knowledge and development of subject;

iv.

Identification of gaps in knowledge and issues of wider concern;

v.

Global, regional and local context of topic;

vi.

Linkages with biology, environment, society, human behaviour and economic policy and
markets;

vii.

Location, management and use of resources within socio-economic and legal

frameworks;

viii.

Competence in subject-specific and key skills, problem solving and a professional

approach to study and life-long learning;

ix.

An awareness of issues of sustainability, environmental economics/environmental

impact.

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

c) Forests as recreation sites including ecotourism;

d) Partnerships with the private sector for research, management, and timber processing;
e) Forests as carbon sinks and international implications of trading in carbon sink credits;
f) Civil society information delivery relating to forest and forestry issues;
g) Forest Policy formulation and implementation;
h) Forestry education and training for non-traditional target groups;
i) Interrelationship with other sectors such as agriculture, natural resources management,
education, tourism, infrastructure and trade;
Forestry training needs to carefully consider the recommendations and make necessary
changes in curricula. For instance, enough emphasis needs to be placed on development of
numeracy and communication skills. Ball (2004) makes an appeal for teaching foresters to
communicate better in writing.
Because of forestry's broadening mandate, the range of material, that a general forestry
practitioner is expected to know has increased considerably (Innes and Ward, 2007).
The Indian forestry sector, like any other sector, requires today new technologies and
management tools to keep pace with the developments at the local, national, regional and global
levels. With the shift towards sustainable development and participatory mode of forest
management, the forestry has been undergoing fundamental changes in recent times. There is an
increasing emphasis on conservation practices and collaborative management by involving the
stakeholder communities and individuals. On the other hand, there is pressure for increasing the
productivity of wood and other Non-Timber Forest Products (NTFPs) using modern technical
inputs. Issues like biological record keeping, environmental impact indicators, biodiversity
valuation principles, trade and intellectual property rights, biopiracy, gene pool management,
protected area effectiveness, environmental economics, environmental valuation techniques,
forest certification, monitoring indicators, carbon sequestration, sustainable development of
forests and people, participatory natural resource management, new techniques for raising
productivity of forests, bio-economic modeling, valuation of eco-system services, are gaining
importance in the forestry sector. Though some of these issues are addressed in regular inservice courses offered by the training institutions and other organizations, there is need to
further consolidate and streamline the capacity building regime to adequately address the
emerging issues to achieve excellence in forestry sector (MoEFCC, 2008).
In a path breaking study, Temu and Kiwia (2008) identified a number of areas where forestry
education needs to change. These include:
a. Restructuring forestry education and practice to address environmental and other crosscutting issues such as food security and poverty;
b. Including management of shrub lands and areas with low forest cover in forestry
education;
16

c. Reinforcing courses in forest governance and ethics;

d. Initiating a global mechanism to stimulate stronger investment in forestry education,
particularly the retaining of educators, review of curricula and development of new and
relevant learning resources;
e. Making forestry education strategic and relevant to youth and women through wellintegrated programmes that reflect the broadened mandate of forestry;
f. Strengthening human resources capacity in the management of trees outside forests;
g. In addition, improving collaboration between higher institutions.
While the authors studied the African situation, the findings are relevant for all commonwealth
countries. Almost all the above recommendations apply to the Indian situation as well.
Over the years the job of foresters has become many and varied and on the top of it due to
increase in population and fragmentation of forest areas for national development activities and
state development activities which includes development of communication networks by road
and rails, urbanization creating problem of wildlife conservation like the issue of man animal
conflict, poaching of animals as well as protection problem of forest resources against theft. The
forester is a technical level personal, a link between professional and sub professional at higher
level and vocational personal at lower level. So there is necessity that the foresters should have
appropriate knowledge, abilities and attitude development for field level implementation of
various conservation programmes (Lahiri, 2013).
In India, trainings so far were predominantly designed for development of technical skills to
carry out various forestry activities by engaging forest villagers or labourers and protecting
forests with the help of forest personal but the present policy of, 'joint forest management'
needs, in addition to technical skills to develop social skills to work with communities as well as
facilitator and capacity builder for various community led activities. So, the foresters need to
develop appropriate attitude, knowledge, aptitude to mobilize communities and provide guidance
to organize and strengthen to act as partner for protection of forests, to facilitate implementation
of various community led activities as per micro plan for forestry operations as well as livelihood
activities for income generation including strengthening of self help group, help in development
of interdepartmental linkage, generate awareness about conservation in the area about
biodiversity and also for forestation otherwise the management system will be subverted.
So, to develop the perspective for ideal conservation requirement a forester needs a broad
understanding of the interrelationship of forestry, cultivation, grazing, communication
development, water supply and wildlife in the area and the contribution of these activities to the
well being of the communities in both goods and services to facilitate communities to develop
micro plan for their livelihood activities (Lahiri, 2013).
The traditional approach to forest management demands adequate mix of many aspects of
modern scientific management practices such as nursery techniques, seedling demand analysis,
nutrient analysis, tree growth modeling, monitoring systems for afforestation, application of
geographical information systems, impact assessment methodology, holistic approach to
17

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.

19

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).

20

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.

23

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

an informal decision making procedure, such as that involved in a criminal investigation.

Although there are clear laws regarding the punishment of criminals, catching and prosecuting a
group of timber or wildlife smugglers requires careful analysis of their behavior, developing a
strategy to catch the smugglers, and communicating the criminal case to the courts, among other
skills. There is a working plan code, as well as a criminal code, but there is no code for catching
criminals, and catching an effective criminal may require considerable creativity on the part of an
officer.
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
an informal decision making procedure, such as that involved in a criminal investigation.
Although there are clear laws regarding the punishment of criminals, catching and prosecuting a
group of timber or wildlife smugglers requires careful analysis of their behavior, developing a
strategy to catch the smugglers, and communicating the criminal case to the courts, among other
skills. There is a working plan code, as well as a criminal code, but there is no code for catching
criminals, and catching an effective criminal may require considerable creativity on the part of an
officer.
How does one teach the sorts of problem solving skills emphasized here, and how can they be
described on a syllabus? Supervised practice is essential here. Students should be taught skills for
analysis and communication, but then should practice those skills and receive critical feedback
on their application. An example of this kind of practice is the working plan exercises included in
the current syllabus. Developing a working plan requires knowledge of silviculture, forest
surveying and biometric techniques, as well as broader considerations of management &
decision-making.
A revised syllabus that was oriented towards training foresters to be effective problem solvers
would thus be built around a series of problem solving exercises. Rather than designing contentbased courses on topics such as forest mensuration or silviculture, students would be responsible
for completing a task, such as developing a working plan. They would then be trained in the
specific measurements and analytic techniques required under the revised working plan code,
and would create a working plan based on these criteria. Although this could be done as a
practice exercise, advanced students, such as those undergoing SFS training, should be able to
complete professional level documents. Thus, to continue with the working plan examples,
students could write working plans as a form of consultancy to forest divisions undergoing
working plan revisions and located within a reasonable distance from the SFS training institutes.
Students might compete to write the best plan, as judged by their teachers as well as the
25

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

a How can the deficiency Is

training
the
be addressed?
appropriate way to fix
this deficiency?
Training
Yes
Training
Partially
Non
Training
interventions
Training
Yes
Training

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

Project Management Partially

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

Forest Survey and Yes

Mapping
Forest Rights
Partially

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

6. Modern Nursery & Plantation Technique

I. Training needs of SFS officers, as indicated by State Forest HQs:
The needs indicated by State Forest HQs. are grouped in order of priority as under:
Most Responses
1. Knowledge of Laws, Rules and Procedure including latest amendments in Forest/ wildlife/
Tribal Acts, RTI, Labour Act, Environmental Protection Act, Judgments of the Supreme Courts
and dealing of court cases.
2. Information Technology including Computer application, GIS, GPS and MIS.
3. Peoples participation & JFM.
4. Human Resource Management, Leadership, Capacity Building, Skill Development, Stress
Management, Motivation, Conflict management and Communication skills.
5. Biodiversity Conservation & Eco-tourism.
6. Sustainable Resource Management, including Forest Management, Watershed Management
and Water & Soil Conservation.
7. Wildlife Management, including Man-Animal Conflict, Rescue & Rehabilitation and Wildlife
Census.
8. Hi-tech nursery, clonal propagation, high quality planting material, plantation techniques and
Management of Plantations.
Some Responses
9. Forensic Science, Investigation, Intelligence gathering, particularly with reference to Wildlife.
10. Carbon Sequestration, Climate Change, Global Warming & Carbon Credit
11. Planning, preparation of projects and schemes under GOI/ State.
12. Financial & Treasury Rules, Forest Accounts, Forest Codes & Manuals.
13. CCA & Other Establishment Matters, including Disciplinary Cases.
Few Responses
14. Physical endurance & health.
15. Herbal Health Systems.
16. Conservation of high altitude forests.
17. Improving revenue from the forests.
18. Low cost technology & income generation.
19. Arms Training.
II. Training needs of SFS officers, as indicated by Field Officers:
Priority for training in various areas as indicated by the field officers is as under:
Most Responses
1. Knowledge of Laws, Rules and Procedure including latest amendments in Forest/ wildlife/
Tribal Acts, RTI, Labour Act, Environmental Protection Act, Judgments of the Supreme Courts
and dealing of court cases.
34

2. Human Resource Management, Leadership,Capacity Building, Skill Development, Stress

Management, Motivation, Conflict management and Communication skills.
3. GPS, GIS and MIS.
4. Wildlife-Biodiversity, Management and Eco-development.
5. JFM/ CFM/ FDA
6. Technical knowledge of basic forestry subjects.
7. Watershed Management.
8. Computer Application
9. Hi-Tech Nursery & Plantations
10. Prevention, Detection, Investigation of forest offences, particularly of wildlife crime and
confiscation of produce.
Some Responses
11. Office procedure, Establishment, Service Rules, Inquiries and Charge sheets.
12. Financial Rules, Audit and Accounts.
13. Forest Protection.
14. Media, Public and Politician Handling.
15. Man Animal Conflict.
16. Modern Technology in forestry.
Few Responses
17. Project Formulation.
18. Climate change & Global Warming.
20. NTFP.
21. People participation.
22. International Protocols and Conventions.
23. CDM.
24. Carbon Credit.
III. Training needs of SFS officers, as indicated by in service trainees:
Following needs have been reflected in order of priority in the responses received from exparticipants.
Most Responses
1. Knowledge of Laws, Rules and Procedure including latest amendments in Forest/wildlife/
Tribal Acts, RTI, Labour Act, Environmental Protection Act, Judgments of the Supreme Court
and dealing of court cases.
2. Human Resource Management, Leadership, Capacity Building, Skill Development, Stress
Management, Motivation, Conflict management, Communication skills & Public Relation.
3. Wildlife Management, including Man-Animal Conflict, Rescue & Rehabilitation and Wildlife
Census.
4. Modern Nursery & Plantation techniques.
5. Application of GPS and GIS.
6. Computer applications.
35

7. Detection, investigation and prosecution of forest offences.

8. Technical knowledge of basic forestry subjects.
Some Responses
9. JFM/ CFM/ FDA.
10. Watershed Management.
11. Office procedure.
12. Climate Change.
13. NTFP.
14. Engineering.
15. Public relation & media management.
16. Peoples participation.
17. CDM.
18. Budget & Accounts.
Few Responses
19. Zoo management.
20. Planning monitoring and evaluation of projects.
21. Forest Certification.
22. Project preparation.
23. Eco-tourism.
24. Identification of fauna & flora (Botanization).
25. State & Central Schemes (MNREGA).
26. International protocols & conventions.
27. Forest Diversion Cases.
28. Forest Survey & mapping.
Recommendations on Training Methodology:
The recommendations related to methodology of training has also been compiled and presented
for guidance during the design of the courses. There was a strong opinion that subjects must be
grouped in two groups and modules structured accordingly: Theory oriented (Theoretical
teaching) Practical oriented (Hands on based)
More emphasis to be given on:
1. Interactive mode of teaching
2. Practical exercise wherever possible.
3. More success stories, case studies & group discussions.
4. Hands-on training for subjects like computers.
5. Promote use of modern technology like Edusat.
6. Development of standardized course material CDs; subjects-wise by DFE and circulated
to all SFTIs.

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.

Forest Rights Act

National Green Tribunal Act
Labor laws
Land revenue Act (relevant provisions) and code
MNREGA
Panchayati Raj Act (relevant provisions)
Landmark rulings of courts of law relevant to forestry sector
Grazing Act
37

9.
10.
11.
12.
13.
14.
15.
16.

17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.

Relevant provisions of constitution

RTI Act
Dealing with forest cases, and exercise for preparations of offence cases
Wild life census
Carbon sequestration, carbon credits and frontier areas of Climate change
Wildlife management/habitat management
CAMPA guidelines
I.F.A 1927, WL (P) ACT 1972: Amendments in different states & comparison.
Production of exhibits and collection of evidence as per provisions of Indian Evidence
Act with respect to criminal jurisprudence under Indian Forest Act & Wildlife Protection
Act. Procedures to deal with certificate cases with respect to Indian Forest Act.
Land revenue systems and concerned Acts and rules with reference to concerned states.
Revenue laws with respect to recovery of dues from default ages
Procedure of seizure under CRPC 1973
Procedure of filing title suits under CPC 1908
Joint Forest Management, its scope, applicability, other convergence aspects with various
other provisions related other laws.
Damage to public property Act 1983
Rescue of Wild Animals.
EIA Notification 2006 & Amendment
National Biodiversity Act
State policies for participatory forest management & its implementation
Forensic examination /investigation, creation of information networks system
Usage of satellite imaginary in law implementation practice
Forest land record keeping, demarcation and mutation
Recording statements and complaints

A. Recommended supplements/ modifications to existing topics

1.
Attachment with police department for 15 days.
2.
Practical exposure to forensic examination /investigation and creation of information
networks system
3.
Production of exhibits and collection of evidence as per provision of Indian Evidence
Act w.r.t. Criminal jurisprudence under Indian Forest Act & Wildlife Protection Act
4.
Use of satellite imaginary in law implementation practice
5.
Practical sessions for Forest Conservation Act,1980
6.
Practical exercises for the preparation of offence cases
7.
Joint forest management, its scopes, applicability, other convergence aspects with
various other provisions related other laws.

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.

SMC, Structure, Design cost estimating

Drainage line treatment work
Use of software for SMC works calculation
Silt yield Indexing and calculation

3. Biodiversity and wildlife management:

1. Biodiversity Conservation & Management concepts
2. Rescue, Rehabilitations reserve capture & release of wild animal
3. Mitigating man-animal conflict
4. Eco development
5. Village relocation, re-habitation & habitat development in Protected Areas.
6. Woman empowerment
7. Wildlife monitoring software.

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.

Advertisement of sale list/publicity

Auction: e- auction, Open auction, sale, tender
Lichen, Salseeds, Yarsagumba
Medicinal Plants in India: Socio economic impact on rural livelihood generation

6. Forest Resource Management:

It was recommended that the syllabus for Forest resource management needs to be redesigned as
per National working plan code 2014, because of the fresh training needs felt during drafting of
working plans as per the new code as well as for administration of the newly drafted working
plans. The stress of training shall be to impart not only knowledge but also skills regarding
various needs identified on the management and utilisation of forest resources. The essence of
the forest management lies in good working and management plans and hence the induction
training shall aim to impart skill and knowledge regarding preparation of Working Plan as per
National Working Plan code 2014.

Training Needs Analysis on Forest Resource Management during September, 2015

1) Conduct of Socio economic survey.

2) Participatory Rural Appraisal (PRA) to ascertain local demand.
3) Analysis of variance (ANOVA) of data collected for various major & minor forest produces
for preparation of stock inventory.
4) Stock mapping
5) Various uses and market values of various major & minor forest produces.
6) Legal matters related to export import of various major & minor forest produce.
7) Concept of old working plan and new working plan code 2014.
8) Demarcation methods of Forest and its boundaries.
9) Concept of Management Plan.
10) The threats to forest, and its depiction on map using GIS Tools
41

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

19) Knowledge of Palatable/fodder species and vegetation survey

20) No. of livestock and availability of palatable species
21) Knowledge about silvicultural characters of species
22) Success stories of control of pests, diseases and invasive weed species
23) Knowledge of factors of forest degradation, pollution and its control
24) Soil and water conservation measures
25) Monitoring and recording of River flow and ground water recharge
26) GIS mapping of water resources: Interpretation of GIS data for water resources
42

27) Measurement/calculation of volume, MAI, Growing stock of wood and bamboo

28) Survey and assessment of area under plantation
29) Carbon sequestration and mitigation
30) Estimation of Biomass
31) Practical Training on application of silvicultural methods
32) Carbon stock
33) Identification of removable timber, and calculate MAI
34) Identification of quantity value and volume of NTFP, fodder species and Bamboo/rattans
35) Forest Resource Accounting
36) Public Awareness Methods
37) Monitoring and Evaluation
a. Quantification of tangible and intangible benefits of forest Resource
b. Identifying and using Monitoring and Evaluation Parameters
c. Preparation of brochures, pamphlets, leaflets etc
The CASFOS, Coimbatore is also mandated to conduct theme based workshops of one
week duration and Refresher course of two weeks duration for the in-service SFS Officers.
During the workshops conducted for SFS Officers in CASFOS, Coimbatore the feedback has
been taken from the participant SFS Officers regarding their training needs vis--vis the roles
and expectations out of State Forest Service Officers.
The subject wise recommendations are compiled as under:
1.

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

3. Forest Resource Management

a. Sustainable Forest Management An approach through New Forest Working plan
code 2014.
b. Survey and utilization of Forest Resources.
c. Application of modern tools and techniques for assessment of Forest resource.
d. Trade and marketing aspects of Forest products
e. Geo-informatics in Forestry
4. Forest Conservation and sustainability
a.
b.
c.
d.
e.
f.
g.

Managing Green spaces for Biodiversity conservation.

In-situ and Ex-situ conservation measures with case studies
Modern methods of soil and water conservation and
Watershed Management.
Rain water harvesting techniques
Non Conventional energy resources
Bird conservation and identification.

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.

Community based Eco tourism Eco development

Alternate livelihood issues
NWFP Trade regularization
Ecosystem services.

7. Service matters.
a.
b.
c.
d.
e.
f.

Human Resource issues: latest case studies

Planning for Capacity building of frontline staff
Service Rules familiarization and diffusion
Advanced Training opportunities for personnel in Forestry/Foreign institutions.
Online Budget Monitoring System
e-Auction / e-tender

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

9. Basic and Core Issues in Forestry.

a.
b.
c.
d.
e.
f.

Nursery Management
Quality Planting material production Hands on Exercise
Forest certification
Silviculture of Economic trees package of practices.
Industrial Forestry
Community Forestry.

10. Personality Development:

a. Stress Management
b. Leadership skills
c. Communication skills
d. Media Management
e. Project formulation especially Externally Aided Projects.
f. Case study preparation
45

g. Popular Article writing publication.

11. Forest Management:
a. More emphasis on Working Plan and attachment with Working plan Divisions
(Module) is proposed.
b. An attachment with the Working Plan divisions is proposed to be incorporated in the
induction course.
c. Use of Remote sensing & GIS in Working Plan preparation.
d. Socio-economic Impact Assessment.
e. Concept of Public Co-operation.
12. Wildlife Management:
a. More Man-Animal conflict case studies.
b. Attachment with Wildlife Division (Module) has been proposed.
c. Special emphasis to be given to case studies related to man-animal conflicts with
probable solutions.
d. Also mock exercises and mock trials with respect to Forestry & Wildlife offences,
seizure, confiscation, investigation etc may be included.
e. Hands-on training in ex-situ conservation and management of Zoos including visits
to prominent Zoos of India covering National Zoo Policy, World Conservation
Strategy for Zoos & Aquarium, Recognition of Zoo Rules, Various aspects of Zoo
management and Captive Animal health Care management.
f. Special training may be imparted for handling of GPS, Camera traps, PDA, Radio
collaring, Micro chipping of animals and exposure on the latest software and Apps
on Wildlife management.
g. Field exercise on Management plan for PAs may be included with an attachment
with a Wildlife division
h. Management and restoration at habitat.
i. Concept of Corridor and its revival.
j. Study of Conservation Plan/Eco-Tourism Plan.
k. Rehabilitation and relocation of villages.
l. Study of different mega fauna.
13. Other Training Needs:
i.
Communication skills to be developed.
ii.
Rules, regulations, service rules, Project formulation should be emphasized in the
curriculum.
iii.
Hands on Creative Works viz., Plantation, Nursery etc.
iv.
More case studies should be included in Law courses (Trial Courts).
v.
More case studies should be included in JFM concepts (Success Stories)
vi.
Equal opportunity to have in diverse fields in the department (not restricted to one
field)
vii.
More inputs on Geo informatics, Eco tourism and E-Green watch.
46

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.

Training on detection of crime/ investigation, information system, analysis of office

records, Database of crimes are to be imparted.
Topics on Tribal development and Management shall be given importance along
with Integrated Forest Management.
More emphasis on Sustainable Management and Medicinal Plants Conservation.
Important case studies of success and failure stories may be incorporated. Case
studies on landmark judgements of honble Supreme courts and High courts may be
discussed during Law courses.
In Forest Engineering, emphasis may be given to concepts like Green Building, Eco
friendly building, Rain water harvesting techniques and use of non-conventional
energy resources.
Disaster management as a separate module may be incorporated.
Due emphasis to be given to Right to Information Act, Right to Services Act,
Rehabilitation policies etc. Field visit to successful Rehabilitation areas to be
included.
Video conferencing may be held with the concerned state department officials and
experts to expose the trainees to the important current issues related to the Forestry
and Wildlife Management.
More field visits to DPAP areas to give proper weightage to study the soil and
moisture conservation works.
Visit to prominent World Heritage Sites may be incorporated.
Training on Online Budget Distribution system and E-Green watch, Forest fire
management based on Real Time Satellite Data to be imparted.
50% of the training period should be earmarked for field visits.
A module on Communication Skills may be incorporated.
Exposure on preparation of report and scrutiny of Forest diversion cases under FC
Act. (Roads, Irrigation projects, Electric transmission lines etc.)
Ensure proper protection of Forest against Fire, Encroachment, illicit felling and
report to DFO.
Discipline in Ranges and report to DFO about breaches of rules.
Ensure good management at Forest Village.
Ensure all works mentioned in Annual Plan of Operation (APO) are carried out
satisfactorily and economically paid for.
Ecotourism (bird watching)
Media management
HR issues.
Wildlife estimation - protocol
Technique for conflict resolution in forest administration success stories
Bird identification techniques
Electronic Evidence Act 2002
Successful projects of Forest Department

47

General Recommendations on the training methodology:

1. More Sessions on success stories, case studies, hands on exercises, mock exercises/ trails
(for legal issues) etc. have been requested by the participants in theme based workshops.
2. Some participants have suggested that video conferencing facility may be established and
used for getting benefits from quality resource persons/subject experts.
3. Modern tools of learning like advanced audio-visual aids (Direct learning and discussions
from respective Forest Departments Websites).

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

7. Forest accounts and procedure

a. Treasury system operation and procedure
b. Preparation of budgets and Annual Action Plan: computerised protocols.
c. E-voucher preparation and bill preparation: computerised protocols.
d. Cheque preparation, cancelling cheque, lost cheque replacement.
e. Monthly account management
f. Tender and Procurement procedure: latest rules for transparency
g. E-tender, e-procurement procedure, online uploading, tender evaluation, technical
specification, approval, EMD, Security deposit.
h. Cash book entry, financial powers and inspection limits of ACF.
i. Recovery procedure
j. Drafting and noting
8. Forest Management
a.
b.
c.
d.
e.
f.
g.

Carbon stock estimation, biodiversity analysis, regeneration analysis.

Application of GIS tools
Utilization of modern tools Arc GIS, Erdas
Use of secondary sources
Sources of data to be collected
Authenticity of secondary sources
Quality data collection, analysis of field data & correlating the analytical data while
prescribing the working circles.
h. GIS and formation of various layers
i. Practical training of field survey
j. Practical exposure on laying of plots, survey method and data collection.
k. Collection of data from research institutes, collaboration with local NGO institutes.
l. Preparation of maps, interpretation of maps
m. Use of DGPS
9. Training Methodology
a. Standardised Training material on various subjects
b. Crisp and brief training materials
c. Flexible and dynamic field visits, instead of standardised routes to bring about
attitudinal transformation and exposure to ground realities
d. Exposure to innovations that can be implemented in field

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

4. Multiple functions, uses and holistic management approaches

5. Ecosystem approach to forest management; with people in centre while maintaining &
restoring ecosystem integrity {New Working Plan Code}. Ecosystems can absorb disruptions
that are within the natural range of variation
6. Quantification & valuation of ecosystem goods and services at all levels (range, division,
circle etc.)
7. Decision support system integrating MIS & GIS
8. Rural poverty, sustenance and livelihoods
9. Inter sectoral cooperation
10. Challenging public interface & Conflict management
Foresters across ranks need to possess a wide and diversified set of knowledge, skills and
attitude, never envisaged in the history of forest management. The training needs are
summarised in the following lines:
1.
2.
3.
4.

Better understanding of forest ecosystems

Identification & understanding multiple stakeholders local to global
Rural poverty, sustenance and livelihoods
Ecosystem based forest management including forest ecosystem services such as water,
NTFP, carbon storage & sequestration as well as ecotourism
a) Forest & Water (Resource persons, Specific tour)
b) Provisioning services - Fuelwood, Fodder, Grazing, Quantum impacts
c) Climate regulation
d) Soil stabilization & erosion control
e) Biological control / Pollination services
f) Natural hazard mitigation
g) Assessment of ecosystem services / quantification / valuation

5. Building alliances and partnerships

6. Conflict management
7. Developing interest for Innovations & research
8. Ethics
9. Equity esp. gender
10. Effective Communication, Advocacy, & PR skills
52

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.

Most important species

ii.

Sustainable harvesting limits from forests

iii.

International & domestic demand

iv.

Market channels; Market Players; Collectors share

v.

NTFP cultivation techniques; B/c analysis

vi.

NTFP trade

14. Growing of timber outside forests

a) Main species, plantation models
b) Market demand, market access & information
c) Species specific benefit-cost analysis
d) Business cycle; Past experience of price crash
e) Global wood availability scenario
15. People centric approach
I.

Socio-economic studies

II.

People's empowerment

16. Working Plan Code 2014

a. More time for Socio-economic profile making
b. Quantification of forest ecosystem services
53

c. Monetisation of forest ecosystem services

17. Information and Statistics
i.
Forest data and information
ii.
Data collection and reporting: methodologies and formats
iii.
Accounting methods
iv.
Data Analysis
v.
Estimation of NTFPs
vi.
Valuation of Forests and ecosystem services
Training Needs with renewed focus:
1.
2.
3.
4.
5.
6.

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

Other Training and Development Issues

1. Training Needs Analysis shall be done, which could include analysis of the forest
departments current performance problems, and flagging of training needs based on
anticipation of changes that are likely to occur in the near future.
2. Training methodologies needs to be modern and participatory encouraging peer and
group learning, keeping in mind the training content and the level of the trainees (entry
behaviour)
3. Training Delivery may be in modular form which would simplify learning processes in
temporal based modules. Trainees will be in controlled space for a fixed period of time
with clear learning objectives to be achieved in a time bound manner, without being
distracted by competing training needs. Modules will also ensure a better learning
experience, immediate capabilities evaluation and an increased trainer / trainee
participation.
4. Training of Trainers is very crucial to update the capabilities of trainers in our forest
training institutions, both central and state. It is said that training is only as good as the trainer.
Master Trainers accredited by Ministry of Environment Forest and Climate Change in
forestry domain will have to be utilised more productively in this process.

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

1. Better understanding of forest ecosystems

2. Ecosystem based forest management including forest
ecosystem services such as water, NTFP, carbon storage &
sequestration as well as ecotourism
a) Forest & Water (Resource persons, Specific tour)
b) Provisioning services - Fuelwood, Fodder, Grazing,
Forest and Ecosystems
Quantum impacts
c) Climate regulation
d) Soil stabilization & erosion control
e) Biological control / Pollination services
f) Natural hazard mitigation
g) Assessment of ecosystem services / quantification /
valuation
1. Use of computer/software aided land survey
2. Total station method
Forest
survey
and
3. Preparation of maps
techniques
4. Interpretation of maps and records
5. Survey and assessment of area under plantation
56

6. Field level ground truthing of geo spatially prepared maps

like contours, area, topo-sheets
7. Use of DGPS
8. Practical training on field survey
9. Practical exposure on laying of plots, survey method and
data collection.
1. Knowledge about silvicultural characteristics of species
2. Practical Training on application of silviculture
3. Practical Training on Nursery Management
Nursery & Plantation 4. Quality Planting material production
Techniques
5. Forest certification
6. Silviculture of Economic trees package of practices.
7. Industrial Forestry
8. Hands on Creative Works viz., Plantation, Nursery etc.
1. Application of GIS tools
2. Utilization of modern tools Arc GIS, Erdas
3. GIS and formation of various layers
4. Graphical packages and multimedia applications in forestry
5. Inclusion of GIS technology in watershed planning
6. GIS technology in law enforcement
7. Use of Remote sensing & GIS in Working Plan
preparation.
Technology in forestry
8. Remote Sensing, GIS, GPS Modern Tools and
Techniques for multiple Functional Forest Management
Planning
9. GIS mapping of water resources: Interpretation of GIS
data for water resources
10. Modern tools for stock mapping: GIS, Remote Sensing
and its field applications
11. Application of geo-informatics
1. Forest Rights Act
2. National Green Tribunal Act
3. Labor laws
4. Land revenue Act (relevant provisions) and code
5. MNREGA
6. Panchayati Raj Act (relevant provisions)
7. Landmark rulings of courts of law relevant to forestry
sector
8. Grazing Act
9. RTI Act
Legal and Environmental
10. Dealing with forest cases, and exercise for preparations of
Framework
offence cases
11. Wild life census
12. Carbon sequestration, carbon credits and frontier areas of
Climate change
13. Laws on Wildlife management/habitat management
14. CAMPA guidelines
15. I.F.A 1927, WL (P) ACT 1972: Amendments in different
states & comparison. Production of exhibits and collection
of evidence as per provisions of Indian Evidence Act with
respect to criminal jurisprudence under Indian Forest Act
57

16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.

Human
management

& Wildlife Protection Act. Procedures to deal with

certificate cases with respect to Indian Forest Act.
Land revenue systems and concerned Acts and rules with
reference to concerned states. Revenue laws with respect
to recovery of dues from defaulters
Procedure of seizure under CRPC 1973
Procedure of filing title suits under CPC 1908
Joint Forest Management, its scope, applicability, other
convergence aspects with various other provisions related
other laws.
Damage to public property Act 1983
EIA Notification 2006 & Amendment
National Biodiversity Act
State policies for participatory forest management & its
implementation
Forensic examination /investigation, creation of
information networks system
Usage of satellite imaginary in law implementation practice
Forest land record keeping, demarcation and mutation
Recording statements and complaints
Legal matters related to export import of various major &
minor forest produce.
Conduct of Mock Trial court / Case study
Special Emphasis to regular /routine Forest offence cases,
RTI, Electronic Evidences.
Detection of crime/ investigation, information system,
analysis of office records
Important case studies of success and failure stories. Case
studies on landmark judgements of honble Supreme
courts and High courts
Due emphasis to be given to Right to Information Act,
Right to Services Act, Rehabilitation policies etc. Field visit
to successful Rehabilitation areas to be included.
Database of crimes: creation and management

1. Preparation of communication tools pamphlets, leaflets,

folder, circular, short movie making
2. Preparation of Radio talk, Interview for television, press
conference
3. Preparation for news articles, articles for magazines,
technical articles
4. Technique for conflict resolution in forest administration
resource
success stories
5. Media management
6. HR issues.
7. Communication skills
8. Stress Management
9. Leadership skills
10. Case study preparation
11. Popular Article writing publication
12. Advocacy & PR skills
58

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.

Forests for society

Forest Utilization

3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
1.
2.
3.
4.
5.
6.

Human Resource issues: latest case studies

Planning for Capacity building of frontline staff
Service Rules familiarization and diffusion
Advanced Training opportunities for personnel in
Forestry/Foreign institutions
Building alliances and partnerships
Conflict management
Developing interest for Innovations & research
Ethics
Equity esp. gender
Observational & analytical skills, sensitivity, appreciation
and reverence for nature
Art of quoting current literature in reports.
Techniques for Public
Administration in estate
management with local population
Tools for conflict management on forest rights issues,
non forestry uses of forest land, wildlife habitat issues etc
Ecosystem services
Monetisation of forest ecosystem services
Forest data collection and reporting: methodologies and
formats
Accounting methods
Data Analysis
Forest Resource Accounting
Quantification of tangible and intangible benefits of forest
Resource
Conduct of Socio economic survey.
Participatory Rural Appraisal (PRA) to ascertain local
demand.
Public Awareness Methods
Participatory Forest Management Case study/field visit
Social fencing
Conflict Management
Strengthening local/ frontline institutions.
Gender sensitization
Tribal Development.
Disaster Management
Public co-operation
Alternate livelihood options: case studies
Community Forestry Success stories
Tribal development and Management shall be given
importance along with Integrated Forest Management.
Good management of Forest Village
Socio-economic Impact Assessment.
Concept of Public Co-operation.
Forest Product Development
Timber depot management
Forest Product marketing
Grading of Timber & Timber products
Grading plan: On the basis of importance and perishability
Advertisement of sale list/publicity
59

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.

Auction: e- auction, Open auction, sale, tender

Lichen, Salseeds, Yarsagumba
e-Auction / e-tender / e procurement
Online Budget Monitoring System
Treasury system operation and procedure
Preparation of budgets and Annual Action Plan:
computerised protocols.
E-voucher preparation and bill preparation: computerised
protocols.
Cheque preparation, cancelling cheque, lost cheque
replacement.
Monthly account management
Tender and Procurement procedure: latest rules for
transparency
E-tender, e-procurement procedure, online uploading,
tender evaluation, technical specification, approval, EMD,
Security deposit.
Cash book entry, financial powers and inspection limits of
ACF.
Recovery procedure
Drafting and noting
Tools for financial management including costing so that
sustainable and marketable strategies of conservations
Mitigation role of forests / Plantations
Vulnerability of forests to changing climate
Climate change resilient forest management
SFM
Evidences of impacts of climate change on Forests
Forest management for climate change adaptation: SFM
Documentation of Indigenous Traditional Knowledge
related to NTFPs and MAP.
Methodology for assessment of quality and quantity of
NTFPs and MAP.
Transfer of technology related to NTFPs and MAP.
Trade networks- legal and illegal in NTFPs and MAP.
Benefit sharing mechanism in NTFPs and MAP.
Sustainable Management and Medicinal Plants
Conservation
Medicinal plants conservation package of practices
Sustainable harvesting limits from forests
International & domestic demand
Market channels; Market Players; Collectors share
NTFP cultivation techniques; B/c analysis
Trade and marketing aspects of Forest products
Identification of quantity value and volume of NTFP,
fodder species and Bamboo/rattans
Various uses and market values of various major & minor
forest produces.
Medicinal Plants in India: Socio economic impact on rural
livelihood generation
NWFP Trade regularization
60

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.

Biodiversity Conservation & Management concepts

Rehabilitation, capture & release of wild animals
Mitigating man-animal conflict
Eco development
Village relocation, re-habitation & habitat development in
Protected Areas.
Wildlife monitoring software.
Bird conservation and identification.
Mock exercises and mock trials with respect to Forestry &
Wildlife offences, seizure, confiscation, investigation etc
may be included.
Ex-situ conservation and management of Zoos including
visits to prominent Zoos of India covering National Zoo
Policy, World Conservation Strategy for Zoos &
Aquarium, Recognition of Zoo Rules, Various aspects of
Zoo management and Captive Animal health Care
management.
Camera traps, PDA, Radio collaring, Micro chipping of
animals and exposure on the latest software and Apps on
Wildlife management.
Field exercise on Management plan for PAs; with an
attachment with a Wildlife division
Management and restoration at habitat.
Concept of Corridor and its revival.
Rehabilitation and relocation of villages.
Study of different mega fauna.
Bird watching & Bird identification techniques
Wildlife estimation - protocol
Tranquilization techniques
Study of wild animal behavior of major species
Rescue of wild animals from habitations
Dealing with problem animals like monkeys, blue bulls etc.
Camera traps
Application of Biotechnology/Genetics in Forestry

14

Conservation
and Breeding

15

2. Analysis of variance (ANOVA) of data collected for

various major & minor forest produce for preparation of
stock inventory.
3. Stock mapping
4. Enumeration of Growing stock, Types of forest, & its
depiction on map
5. Data collection of base year for population dynamics
Forest Resource Survey 6. Knowledge of Palatable/fodder species and vegetation
and Assessment
survey
7. Monitoring and recording of River flow and ground water
recharge
8. Knowledge of factors of forest degradation, pollution and
its control
9. Measurement/calculation of volume, MAI, Growing stock
of wood and bamboo
10. Carbon sequestration and mitigation
61

16

Forestry outside forests

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

7. Forest Management Information System

1. Carbon
stock
estimation,
biodiversity
analysis,
regeneration analysis.
2. Use of secondary sources
3. Sources of data to be collected
4. Authenticity of secondary sources
5. Quality data collection, analysis of field data & correlating
the analytical data while prescribing the working circles.
6. Collection of data from research institutes, collaboration
with local NGO institutes
1. Successful projects of Forest Department
2. Project formulation especially Externally Aided Projects.
3. Project management and monitoring

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

6th to 11th July 2015

1 week

20th to 25th July 2015

1 week

3rd to 9th August 2015

1 week

7th to 18th September 2015

28th September to 3rd
October

2 weeks

2nd to 7th November 2015

1 week

1 week

2. Central Academy for State Forest Service, Coimbatore

S.
No.
1
2
3
4
5

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

6th to 11th July 2015

1 week

3rd to 9th August 2015

1 week

12th to 17th October

2015
16th to 21st November
2015
7th to 18th December
2015

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

Designation & Official

Address

State

Contact No.

Email

1.

2015

GRC

Shri
Sanjivansingh B.
Chavan, ACF

Assistant Director, DDG &

CCF Kopari, Thane

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

Shri R.R. Bhoite,

ACF

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

Shri R.S. Patil,

RFO

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

Shri S.B. Patil,

RFO

12.

2015

GRC

Shri B.P. Jadhav,

RFO

RFO, Forest Officer

Ghodegaon Tal-Ambegaon
Dist-Pune
ACF, (Aff. &Campa)
Kolhapur Forest Division,
Maharashtra

Maharashtra

0231-2651959
09423276253

Shirala Tal. - Shirala, Dist

Sangli Maharashtra

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

Shri B.D. Patil,

ACF

14.

2015

GRC

Shri T.B. Mulik,

RFO

15.

2015

GRC

Shri V.R. Shinde,

RFO

16.

2015

GRC

Shri G.M.
Shinde, RFO

RFO, Satara, New Admn.

Building Near S.T. Stand
Satara-415 001 Maharashtra
R.F.O. Kannad Forest
Division Aurangabad
Maharashtra

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

Designation & Official

Address

State

RFO Dist. Hingoli Pin 431702 Maharashtra

Maharashtra

9422171949

Maharashtra

9890758535

Shri Th.
Bimolchandra
Singh, ACF
Shri D.K.
Choudhary,
RFO

ACF Rahuri, C/o Dy. C.F.

Ahemadnagar, Maharashtra
Western Forest Division
Tamenglong, Manipur
O/o Chief Wildlife Warden
Forest Head Quarter
Sanjenthong, Imphal-795
001
Forest Department (Head
office) Sanjengthong
Imphal, Manipur
Vaishali Forest Division,
Hajipur, Hajipur Range,
Hajipur

GRC

Shri Gopal Jha,

RFO

Rajgir Range Office P.O.

Rajgir, Dist. Nalanda, Bihar

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

Madanpur Forest Range,

Valmiki Tigar Reserve West
Champaran Bihar
Dy. Director, Chatbir Zoo
Tehsil, Derabassi Disttt
Mohali Punjab
O/o Divisional Forest
Division Dasuya, Punjab

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

RFO, Ranni Forest

Division, Kerela

Kerala

09447026774
08547600770

32.

2015

GRC

Shri Madan Lal

Sharma, ACF

O/o DFO Nalagarh H.P.

Forest Department

Himachal
Pradesh

9418011062

33.

2015

GRC

Shri Ashwani
Kumar, ACF

Himachal
Pradesh

9418064425

rfosharma78@
gmail.com

34.

2015

HRM

Sh. D.K. Singh

Uttarakhand

09458192153
09412029627

deekaysingh86
@gmail.com

35.

2015

HRM

Dr. Santosh
Kumar Gupta

O/o CCF (FP &FC) H.P. at

Bilaspur
DFO Upper Yamuna
Forest Division, Barkot,
Uttarkashi
DFO O/o CCF Monitoring
Evaluation & Audit D.dun

36.

2015

HRM

Sh. R.P. Mishra

DFO Tehri Uttarakhand

Uttarakhand

Uttarakhand

santoshforests
26@gmail.com
mishrarp11196
0@gmail.com

69

S.
N
o.

Year

Cour
se

Participants
Name

Designation & Official

Address

State

37.

2015

HRM

Sh. S.R. Prajapati

DFO Almora, Uttarakhand

Uttarakhand

38.

2015

HRM

Sh. Jeewan
Chandra Joshi

39.

2015

HRM

Sh. Praveen
Kumar

40.

2015

HRM

Sh. Prem
Narayan Shukla

41.

2015

HRM

Sh. B.D. Harbola

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

Sh. S.R. Reddy

47.

2015

HRM

Sh. Abhay
Kumar

48.

2015

HRM

Sh. R. Srinivas
Rao

49.

2015

HRM

Sh. Sanjay
Shrivastava

50.

2015

HRM

Sh. R.P. Rai

51.

2015

HRM

Sh. B. Shyam

52.

2015

HRM

Sh. Manoj Argal

WPO Uttarkashi Forest

Division Uttarkashi
Dy. Director, Uttarakhand
Forestry Trg. Academy,
Rampur Road, Haldwani
263139 Distt Nainital
Uttarakhand
Dy. Director Project
U.D.W.D.P.-II, Tihri
Division, Thatyur
Divisional Logging
Manager, Uttaranchal
Forest Div. Corpn. Mahesh
Nagar, Nawabi Road
Haldwani (Nainital)
DLM Chakrata Uttarakhand
Forest Development
Corporation Janglat
Chowki, Chakrata P.O.
Chakrata Dehradun
ACF (W.L.) Koyana
Mahatrashtra Forest
Department B-15 Koyana
Nagar Tal. Patan Distt
Satara
ACF (Research) 4th Floor,
Van Bhavan, Gokhale
Nagar, Pune 411 016
ACF O/O PCCF (HoFF)
M.S. Nagpur, Ramgiri
Road, Civil Lines, Nagpur
440 001
Div. Logging Manager
Bijnor Logging Division
U.P. Forest Corpn.
Dariyapur Road Najibabad
(Bijnore) U.P.
Divisional Logging Manager
Aranaya Bhawan Ansash
Vikash Colony U.P. Forest
Corporation, LakhimpurKhriri (U.P.)
Divisional Manager O/o
DLM, Civil Lines Jhansi UP
Dy. Conservator of Forest
Madhya Pradesh Forest
Department DFO North
Forest Division Panna
(M.P)
DFO Ratlam Forest
Department M.P
ACF Asstt. Instructor
Forest Rangers College
Balaghat
DFO Mandsoru Madhya

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

Email

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

Designation & Official

Address
Prashesh Department M.P

53.

2015

HRM

Sh. Y.P. Gupta

54.

2015

HRM

Sh. Pradeep
Kumar Thakur

55.

2015

HRM

Sh. Surinder
Kumar Gupta

56.

2015

HRM

Sh. Surender
Kumar Musafir

57.

2015

HRM

Sh. B.S. Rana

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

Sh. P.K. Keshar,

IFS

63.

2015

LIFE

Sh. S.L. Sao, IFS

64.

2015

LIFE

Sh. Chandra
Shekhar Tiwari

65.

2015

LIFE

Sh. J.P.
Chandrakar

66.

2015

LIFE

Sh. H.L. Ratre

67.

2015

LIFE

Sh. O.P. Yadav

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

Sh. Nahar Singh

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

Sh. Uma Ram

Chaudhary

77.

2015

LIFE

Sh. R.P. Gupta

78.

2015

LIFE

Shri Daya Singh

Dular, IFS

79.

2015

LIFE

Sh. Mani Ram

Poonia

80.

2015

LIFE

Sh. Anup Kumar

Sinha

81.

2015

LIFE

Sh. Narendra
Prasad

82.

2015

LIFE

Sh. Jai Prakash

Narayan Sinha

83.

2015

ToT

Shri Rajeev
Sharma

84.

2015

ToT

Shri Parminder
Singh

Designation & Official

Address
Dy. C.F., Social Forestry
Divn.Surendernagar, DCF,
SF's Office, Near Jawahar,
Grounds TV station Road,
Surendranagar, Gujarat
Dy. C.F., M.P. Forest
Deptt. DFO Katni Distt.
Katni Madhya Pradesh
DFO, Rajagarh, (Bioara)
Madhya Pradesh
DCF Rewa/Satma Govt. of
M.P Forest Deptt. DCF/
DFO Rewa Jayentikuri
Forest Colony Rewa 486001
Divisional Forest Officer
Chhindward East, Madhya
Pradesh
DFO, Harda Forest
Division (General), Madhya
Pradesh
Chief General Manager,
J&K State Forest
Corporation J& K SFC
Bikram Chawk Jammu J&K
Head, Agro Forestry &
Extension, Arid Forest
Research Institute Jodhpur,
New Pali Road, Jodhpur
Conservator of Forest,
(P&M) Arawali Bhawan
Jhalane Institutional Area,
Jaipur, Rajasthan
Conservator of Forests,
O/o Chief Conservator of
Forest Bikanar Rajasthan
Conservator of Forest,
Forest Deptt. (Wildlife
Wing) O/o APCCF &
CWLW, Rajasthan Jaipur,
Rajasthan
Conservator of Forest,
Poject Mangement Unit,
Office of PCCF, Dorand,
Ranchi, Jharkhand
C.F., Territorial Circle,
Gumla, Jharkhand
C.F Territorial Circle At
Belabagan, P.O. Daburgram
Deoghar- 814131
Jharkhand
Dy. Director, FTI &
Rangers College, Sunder
Nagar, H.P.
Dy. Director, FTI Chail,
Distt Solan, H.P.

State

Contact No.

Email

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

Designation & Official

Address
Dy. Director, Forest Trg.
Institute, Shahapur, Distt Thane, Maharashtra
Dy. Director, Forest Trg.
Institute, Shahapur, Tal.
Shahapur, Distt - Thane,
Maharashtra
Dy. Director, DCPTI, Pal,
Tal - Raver, Distt Jalgaon,
Maharashtra
Add. Director, Chandrapur
Forest Academy of
Administration
Development. &
Management

86.

2015

ToT

Shri Ramesh G.
Thakur

87.

2015

ToT

Shri Bhalerao
M.P.

ToT

Shri Pramod
Bhimsing
Dhanke

ToT

Shri Vijay
Vinayak Bapat

Director, Forest Training

Institute, Shahapur, DisttThane, Maharashtra

ToT

Shri Kshirasagar
D.S.

Dy. Director, Forest

Training Institute,
Chikhaldara, Distt
Amravati, Maharashtra

ToT

Shri Niranjan A
Vivarekar

Director, FTI, at Post Chikhaldara, Distt Amaravati, Maharashtra

88.

89.

90.

91.

2015

2015

2015

2015

Director/SFTI Hijli, P.O.

Hijli, Co-operative
Kharagpur, Distt. Paschim
Medinipur
DCF, DFO, Halivegaon,
Distt Kokrajhar, BTC
DCF, DFO, Karbi
Anglong, West Division,
Assam
ACF, Forest Secreteriate,
Deorali, Gangtok, Govt. of
Sikkim
ACF, Silviculture Division,
Castanopsis Block, Forest
Head Office, Deorali,
Gangtok - 737102

State

Maharashtra

Maharashtra

Contact No.
08793467573
(M)
09423891601(
M)
02527-272086
(o)
9421550266(M
)
02527272086(o)

Email

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

Shri Nikhil Ch.

Nath

94.

2015

ToT

Shri Jogonath
Rongpi

95.

2015

ToT

Shri Nandu
Lamlchaney

96.

2015

ToT

Shri Til Bahadur

Subba

97.

2015

ToT

Ms Merab
Basnet

ACF, FEWMD, Govt. of

Sikkim, Deorali - 737102

Sikkim

9593378085

merab_basnet2
9@hotmail.co
m

98.

2015

ToT

Ms. Shewani
Pradhan

ACF, Sikkim Biodiversity

Board, Forest Secretariat,
Deorali- 737102

Sikkim

9609878403

sbbsikkim@g
mail.com

ToT

Shri Parmatma
Singh

ACF, SFTI Ranchi, Trg.

Ranchi, Van Bhawan,
Doranda, Ranchi - 834002

9431358390

pmsingh1962
@gmail.com
ftsmahilong@g
mail.com

99.

2015

Jharkhand

73

S.
N
o.

Year

Cour
se

Participants
Name

Designation & Official

Address

Shri Ravindra
Kumar Singh
Shri Binay Bihari
Sinha

ACF, O/o CF, Territorial

Circle, Chatra, Jharkhand
ACF, RCCF Office
Hazaribagh, Jharkhand
RFO, Director Forester
cum Forest Guard Training
School, Hazaribagh,
Jharkhand
ACF, SDO, North Balaghat
Production Division Balaghat, M.P.
ACF, SDO, Neemuch Div.
Neemuch, M.P.
ACF, Divisional Forest
Office, Khandwa, M.P.,
SDO Punasa

100. 2015

ToT

101. 2015

ToT

102. 2015

ToT

Shri Krishna
Gopaljee Pandey

103. 2015

ToT

Shri Laxmi Kant

Wasnik

104. 2015

ToT

Shri Shiv Karan

Atode

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

Shri A.E. Samuel

110. 2015

WLM

Sh.
Ashwinkumar
Parmar

111. 2015

WLM

Sh. B.B. Modi

112. 2015

WLM

Shri J.K.
Makwana

113. 2015

WLM

Shri K.T. Parmar

114. 2015

WLM

Shri M.R. Gujjar

115. 2015

WLM

Shri S.M. Saiyad

116. 2015

WLM

Shri V.J.Rana

117. 2015

WLM

Shri Manoj
Bhaik

118. 2015

WLM

Shri Hemant
Kumar Gupta

SDFO, Divisional Forest

Office, Terri, Dewas
Principal, KFS Arippa
Chozhiyakkode, P.O.
Trivandrum, Kerala
Dy. Director, Uttarakhand
Forestry Training Academy,
Rampur Road, Haldwani,
Nainital - 263139
DCF, Aranya Bhavan CH310 Sector -10 Gandhinagar,
Gujarat
Dy. CF, O/o Dy. CF, CBlock 3rd Floor, Sardar
Patel Bhavan,Nadiad,
Gujarat
DCF, O.o CCF Social
Forestry Circle Hansol,
Ahmadabad Nr.
Ahmadabad Airport,
Gujarat
DCF, O/o DCF, Uni Road,
Nr. Railway Crossing,
Patan, Gujarat
DCF, GH-4, Nursery,
Sector - 17, Gandhinagar
DCF. O/o DCF, Social
Forestry Division, Amreli
DCF, O/o DCF &
Sanctuary Suptd., Wild Ass
Sanctuary, Mayur Nagar
AT&P: Dhragandhra, Distt.
Surendranagar
DCF, Training & Research
Circle, 'J' Road, Sector-30
Gandhinagar
CCF, O/o APCCF
(PMF/GIS)
CCF-cum Joint Member
Secretary, HP State Council
for Science Tech. and

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

Designation & Official

Address

State

Contact No.

Email

Environment, 34, SDA

Complex, Kasumpti, Shimla
-9
119. 2015

WLM

Shri O.P. Solanki

CF, Hamirpur (H.P.)

Himachal
Pradesh

9418485544

solankiop@gm
ail.com

Himachal
Pradesh

9418474111

rkgupta18@ya
hoo.com

120. 2015

WLM

Shri R.K. Gupta

Executive Director, HP
Mid Himalayan Watershed
Dev. Project, Forest Road,
Solan

121. 2015

WLM

Sh. Dhirendra
Bhargava

CCF Balaghat

122. 2015

WLM

Shri H.C. Gupta

123. 2015

WLM

124. 2015

WLM

125. 2015

WLM

Shri R.S. Kori

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

Shri G.C. Pant

130. 2015

WLM

Shri Ram Gopal

131. 2015

WLM

132. 2015

133. 2015

134. 2015

CF&J
FM

Shri Ashok
Kumar Gupta
Shri P.
Brahmanandam

DFO, O/o DFO, Morena,

Bismil Nagar, Jauri, Morena
Regional Manager,
UKFDC, O.o Regional
Manager, GAS Godam
Road, Gandhi Bhawan,
UKFDC, Haldwani
DFDM, O/o MD,
UKFDC, 73 Nehru Road,
Dehradun
DFO, Soil Conservation
Forest Division, Kalsi,
Uttarakhand
DFO, Champawat,
Uttarakhand
Divisional Sales Manager
U.P. Forest Corporation,
Anupam plaza, Civil Lines
Gonda -271001

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

Dy. Project Director JICA

Project Lucknow,

9415720171

Project Management Unit,

UP, PFMPAP Shisham
bagh, Indra nagar, Sector

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

DFO, Raisen Production

Division, Raisen (MP)
DFO, Kuno WL Division,
Sheopur (M.P)
DFO, Raisen, O/o DFO
Sanchi Road, Raisen (MP)
DFO, O/o DFO. South
Seoni (M.P.)
DFO, Territorial Division,
Barwah, Distt - Khargone
(M.P.) 451115

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

Designation & Official

Address

State

Contact No.

Email

19, Lucknow - 226016

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

Divisional Logging Manager

,U.K Forest Development
Corporation, Ecotourism
Division, Nababi Road
(Near Puneet Agarwal Bone
Hospital) Haldwani

9568003236,
05946-228663

Shri Trilo Chan

Arya

Divisional Manager, Office

of General Manager,
U.K.Forest Development
corporation, Haldwani

05496 220365,
9412087895

Shri Dinesh
Chandra Tewari

Divisional logging Manager,

Uttarakhand Forest
Development Corporation,
Charcoal Depot Tallital
Nainital U.K 263002

9568003240,
05942-235464

Shri J.P.Bhatt

D.L.M, Uttarakhand Forest

Dev. Corpn., Khanan
Division , Haldwani , Dist
Nainital

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

Divisional Forest Officer,

Tehri Dam II, Uttarkashi

Shri
M.S.Tramboo

Subject Matter Specialist

(SMS) , SKUAST
Kashmir , KVK Bandipors
(Presently deputed to
faculty of forestry Benhama
Ganderbal and undergoing
Ph.D Forestry)

Shri Liaqat Ali

Dar
142. 2015

143. 2015

CF&J
FM

CF&J
FM

Ishtiag Ahmad
Bhutt

Joint Director, Forest

Protection Force, Deptt. of
Forest protection force
Bemina Summar and
Narwal Jammu Winter
Chief General Manager
(J&K FC), J&K State Forest
Corporation, Gludni Jamm
(Winter) Silk Factory Road
Srinagar (Summer)

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

Designation & Official

Address

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 P.R. Suresh

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

Dy. Conservator of Forest ,

Forest Deptt., Govt. of
Assam, D.F.O, Nagaon
South Division Hojai,
Nagaon, Assam
D.F.O . Seoni North.
(Tert), NH.7, Seoni M.P
480661
Divisional forest officer,
State Forest Deptt. South
Sagar (M.P)
Dy. Conservator of Forests,
Working Plans and Forest
Survey Circle, Belgum,
Karnataka
Conservator of Forest,
O/o Administrator
Bhadracada, Shimago
(Karnataka)
Conservator of Forests,
Forest Department,
W.P. Durg

State

Contact No.

Email

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

List of Participants for In-service SFS Officers at CASFOS, Coimbatore (2015-16)

S.
No.

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

Shri N.V. Nagaiah

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

Shri Imthiyas A.P

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

Shri Patole Vijay

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

Email

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

Mhase Arjun Patilba

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

Sanjay Nivritti Mali

34.

2015

LIF&W

B.T. Bhagat

State

Maharashtra

Maharashtra

Maharashtra

Maharashtra

Maharashtra

Maharashtra

Maharashtra

Maharashtra

Maharashtra

Contact No.

Email

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

Dr. R.K. Dixit

42.

2015

LIF&W

43.

2015

LIF&W

44.

2015

45.

State

Contact No.

Email

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

Dr. Rajeev Mishra

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

Bhise Vijay Jayasing

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

Email

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.

Email

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

Ch. Ibomcha Singh,

MFS

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

Rajguru Sharad, B.,

FRO

Maharashtra

83.

2015

GRC

Patil Sanjay
Vishram, FRO

Maharashtra

84.

2015

GRC

Suhas Ratilal Patil,

RFO

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.

Email

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

Sushil Kumar, DFO

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

Afsal Ahamed, ACF

Kerala

101.

2015

GRC

K.T. Udayan, RFO

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.

Email

84

Annexure III
List of SFS officer Trainees in 2014-16 batch, CASFOS, Dehradun
S. No

Name of Officer Trainee

State

Email

Amitraj Ramesh Jadhav

Maharashtra

jaiganeshwai@gmail.com

Amol Babasheb Garkal

Maharashtra

amol.garkal@gmail.com

Amol Pandurang Thorat

Maharashtra

amolthorat@gmail.com

Anubha Trivedi

Madhya Pradesh

anubhaacfchh@gmail.com

Asha Gautam Bhong

Maharashtra

ashagbhong@gmail.com

Ashok Ram Parhad

Maharashtra

ashok.parhad@yahoo.com

Ashwini Santosh Khopade

Maharashtra

khopadeashwini@gmail.com

Bapu Kerappa Kre

Maharashtra

bapu007@gmail.com

Bharat Solanki

Madhya Pradesh

bs612786@gmail.com

10

D. Rameshwaran

Tamil Nadu

drw_varun@yahoo.co.in

11

Ganesh Ramhari Randive

Maharashtra

ganeshrandive07@gmail.com

12

Geeta Vishal Pawar

Maharashtra

geetampsc@gmail.com

13

Girija Narendra Desai

Maharashtra

girija.desai@rediffmail.com

14

Hemant Yashwant Shewale

Maharashtra

hemantshewale8@gmail.com

15

Kondiba Baburao Shinde

Maharashtra

phoenix8585@gmail.com

16

Leena Rajeshwar Ade

Maharashtra

leenna.ade@rediffmail.com

17

Makrand Prakash Gujar

Maharashtra

makforester@gamil.com

18

Manisha Purwar

Madhya Pradesh

lmacf.mp@gmail.com

19

M.G. Ganesan

Tamil Nadu

appaganesan@gmail.com

20

Nitesh Shankar Deogade

Maharashtra

nitesh.deogade2011@gmail.com

21

Nitin Chandrabhan Gondane

Maharashtra

nitingondane@gmail.com

22

P. Arunkumar

Tamil Nadu

arunperiyaswamy@rediffmail.com

23

Pradip Eknath Patil

Maharashtra

pradippatil314@gmail.com

24

Pranita Nareshrao Pardhi

Maharashtra

pranitaparhi@gmail.com

25

Prashant Popatrao Warude

Maharashtra

prashantwarude@rediffmail.com

26

Pushpa Parasharam Pawar

Maharashtra

pushpa143.p@gmail.com

27

Rajan Dadarao Talmale

Maharashtra

imrajanacf@gmail.com

28

Rajendra Pundalik Nale

Maharashtra

raj.1405@gmail.com

29

Rajendra Ramdas Sadgir

Maharashtra

rajendrasadgir@gmail.com

30

R. Rajmohan

Tamil Nadu

papuraj200@gmail.com

85

31

Shrikant Subhash Pawar

Maharashtra

shripawar156@gmail.com

32

Sonal Bhimrao Bhadke

Maharashtra

sonal_bhadke@yahoo.com

33

S. Prabha

Tamil Nadu

prabhaselvarathinam@gmail.com

34

Suhas Genbhau Badhekar

Maharashtra

sbadhekar@rediffmail.com

35

Trupti Anandrao Nikhate

Maharashtra

trupatinikhate203@gmail.com

36

Vidhya Prabhakar Vasav

Maharashtra

37

V. Priyadarshini

Tamil Nadu

dharshi_kala@yahoo.co.in

38

Vipul Amarsing Rathod

Maharashtra

vipul.rathod98@yahoo.com

39

Vishal Kisan Borade

Maharashtra

vihalborhade12@rediffmail.com

86