TABLE OF CONTENTS

Foreword
1. Introduction
2. Principles of Polypractical Education
3. Levels of PPE Curriculum Development
3.1 Organizational Development (OD)
3.2 Programme Development
3.3 Development of Curriculum Units
3.4 Development of Learning Modules
3.5 Development of Teaching and Learning Methods
3.6 Development of Teaching and Learning Materials
3.7 Human Ressources Development (HRD)
4. The Different Steps of the Curriculum Development Process
4.1 Step 1: PPE Organizational Development (OD)
4.2 Step 2: PPE Programme Development
4.3 Step 3: The Development of PPE Curriculum Units
4.4 Step 4: The Development of Learning Modules
4.5 Step 5: The Development of Teaching & Learning Methods
4.6 Step 6: The Development of Teaching & Learning Materials
4.7 Step 7: The Development of Human Ressources and Skills
5. Assignments for PPE Curriculum Developers
5.1 Assignment 1
5.2 Assignment 2
5.3 Assignment 3
5.4 Assignment 4
5.5 Assignment 5
6. Tools for PPE Curriculum Development
6.1 Checklists
6.2 Forms
7. Appendices
7.1 Glossary of Important Terms
7.2 Description of 11 Instructional Models (by Joseph Munakaama-Nsereko, Jane Mulemwa, and Karl-Heinz Flechsig)
7.3 Ideas for Graphical Aids and Visuals
7.4 Organizational Chart of the Mirembe Technical School (draft)
7.5 Structure of PPE Programmes

FOREWORD

It has been written for PPE curriculum developers and PPE facilitators, not for political leaders, researchers, or administrators. It is a job aid, not a prescription. It cannot replace creative imagination, intensive communication, and careful performance, but it can only support these.

It is a first draft, not a final version. So it can and should be updated, revised, enlarged, and modified according to experiences. It is to trigger off action and discussion, not to end them.

As can be seen from the table of contents, the manual follows a path from the more abstract principles to the more concrete recommendations. Readers who prefer the inverse order may do so without risk. The "assignments" for the workshop are included in the manual, since the author believes that they can be helpful not only to participants of the First Mirembe Curriculum Workshop but also for all PPE curriculum developers.

Thanks have to be said to those persons who have helped to conceive and to edit it, to Elisabeth Nabanya-Makumbi, to Juliane Delkeskamp, to Emanuela Finke, and to Heiderose Geiter.

The author has to apologize for "Un-English" expressions, since he is not a native speaker of English. Nevertheless he hopes that the essential messages will be understood, and that the manual will serve its purposes.

1. INTRODUCTION

Polypractical Education: From Survival to Perfection

Mirembe Technical School is lucky for it can dispose already now of a minimum of those ressources and those skills on which new ressources and a new skills for survival and perfection can be based.

However important the survival of individuals may be, it is not the only and final goal. The survival and the development of culture as well deserves our aspirations and visions. If - after all - we still speak in terms of "progress" and "development", we have to keep in mind that we cannot fix these higher goals once and forever, and that we cannot give a definite answer to the question what progress and development are. What we can do at each level of development and in each situation, is to try to find ways from survival to perfection, making things and processes better than they are now. This does not only mean better means to reach higher goals yet unknown. Striving for perfection is a goal in itself. Polypractical Education and Learning as it has been conceived by the Mirembe Technical School and as it can be recognized in the structure of MTS programmes shows such ways from survival to perfection.

Each PPE program, therefore, starts at a level which we may call "subsistence" or "survival" level. It then offers courses at a level which we may call "semi-professional", and it finally reaches the "professional" level. This programme structure does not primarily imply technical or organizational issues. Its basic issues are of humanistic character: "open access for all", "no dropping out", "immediate applicability", and "lifelong development from survival to perfection".

2. PRINCIPLES OF POLYPRACTICAL EDUCATION

POLYPRACTICAL EDUCATION integrates training of HANDS and BRAINS, it delivers not only knowhow in the various fields, but also "knowwhy", "knowwhen", and "knowwhere". The core of polypractical education is not "talking about something in a classroom". It is work and production of real things in a justified way, the development of products and skills which help to survive, the improvement of family income, and the development of the community. Polypractical education takes place in those environments where the action is, in a garden, a corrall, a workshop, or a service station.

"POLYPRACTICAL EDUCATION", therefore, aims at the INTEGRATION OF EDUCATION AND WORK, which is education

• for the fulfilment of immediate needs and for the solution of actual life problems at the local level,
• for the acquisition of "employable skills",
• for the development of appropriate technologies,
• for job making,
• for high quality performance, and
• for morally, culturally, and ecologically responsible action

• maintenance of local knowledge and local ressources,
• development of appropriate technologies,
• polypractical curriculum development,
• recruitment and training of trainers and ressource persons,
• application of activity methods of learning and teaching,
• job making & product development,
• marketing and transport,
• construction and infrastrcuture,
• fund raising, and
• international cooperation.

POLYPRACTICAL EDUCATION implies ORGANIZATION and MANAGEMENT, since work, skills, and products do not exist on their own; they are integrated into more complex units, into teams, into markets, into technical systems, into natural environments, and finally into culture. This implies that polypractical education has to has to improve the abilities of learners and to coordinate their work with the work of others in order to reach higher levels of performance. Learners have to find actively help by competent practicioners, by craftsmen and farmers, nurses and housewives, managers and journalists. Competent practicioners, organizers, and managers, therefore, are the core staff in polypractical education.

POLYPRACTICAL EDUCATION is closely related to principles of SELF-RELIANCE, SELF-HELP, and SELF-DIRECTED LEARNING. "You cannot make a horse drink, you can only lead him to a well so that he can drink by himself". "You cannot make a man learn, you can only help him or her to do so". Learners in polypractical education feel responsible for their own education. They consider expert practicioners, course managers, and counsellers as their "helpers", their sisters and brothers, not as their superiors. They are self-conscious and insist on getting high quality help. In response, they try hard to be high quality learners and to deliver high quality products. And they help other learners as soon as possible by taking over responsibilities as tutors and mentors. The institutional setting and the team of helpers then have to make sure that the following conditions for learning are available. They have to

• provide good educational environments,
• serve as models for excellent performance,
• offer learners adequate tasks and assignments,
• help learners to overcome learning difficulties, and
• to give learners constructive feedback.

• the community develops from survival to perfection,
• human beings develop from "pupils" to learners,
• learners develop from novices to experts, from "classes" to teams,
• learning styles develop from other-directed to self-directed learning,
• schools develop from classrooms to learning sites,
• graduation develops from "all or nothing" to "personal match",
• curricula develop from "subject matter listings", to "modules of employable skills",
• instruction develops from "learning by talking" to "learning by doing,
• staff develop from teachers to facilitators,
• quality control develops from inspectorate to evaluation, and
• certification develops from examination to acknowledgement.

3. LEVELS OF PPE CURRICULUM DEVELOPMENT

• macro level actions and activities,
• meso level actions and activities, and
• micro level actions and activities.

• Macro Level Curriculum Development which involves
• Organizational Development, and
• Programme Development,
• Meso Level Curriculum Development, which involves
• the Development of Curriculum Units, and
• the Development of Learning Modules,
• Micro Level Development which involves
• the Development of Teaching and Learning Methods,
• the Development of Teaching and Learning Materials, and
• the Development of Human Ressources, which includes knowledge, skills, and attitudes of those persons who play a role in curriculum implementation at the micro level; these are mainly learners and facilitators.

3.1 Organizational Development (OD)

• governing (Governing Board)
• administration and finance (Central Office)
• curriculum development, evaluation and certification (Mirembe Curriculum Development Centre)
• course management, teaching and tutoring (Staff)
• teacher and tutor recruitment and training (Staff Development Unit)
• linking the school with local ressource persons and practicals (Linkage Agency)
• developing new products and new procedures (Research and Develop ment Unit)

3.2 Programme Development

3.3 Development of Curriculum Units

• a course manual (with task descriptions, background information and skills assesment procedures) for learners and facilitators,
• a course contract,
• a course credit form (certificate), and
• whenever possible, an audio-album.

• skills demonstration and/or
• presentation of products and/or
• written tests and/or
• oral examinations (interviews).

3.4 Development of Learning Modules

• assignments and task descriptions (including criteria and standards for mastery and mastery demonstration),
• background information telling the learner why she or he should do what in which way while working on task (including written texts, tape-recordings, graphics and audio-visuals),
• information on possible next steps (i.e. modules to follow),
• and tools, job aids or other ressources which are needed to master the assignment.

3.5 Development of Teaching and Learning Methods

• assignments methods,
• field trips and excursions,
• simulation and gaming,
• learning projects and experiential learning,
• case studies,
• experiments, and
• workshops.

3.6 Development of Teaching and Learning Materials

• Materials mainly to be used by facilitators for demonstration and illustration (e.g. wall pictures, models, experimental settings), and
• materials mainly to be used by learners on their own (e.g. tape-recordings, written text, drawings, or illustrations).

• that it has to get a fresh paint from time to time in order not to become a "whiteboard",
• that it has always to be cleaned properly,
• that words/drawings are large enough to be seen from distance,
• that there is some kind of beautiful and motivating "layout", and
• that enough chalk is available.

3.7 Human Ressources Development (HRD)

• Learners,
• Facilitators,
• Organizers, or
• Cooperators (experts, practicioners etc.).

• polypractical skills (e. g. for production, maintenance, services, or quality control),
• self-management skills (e. g. self-motivating, time management or "learning how to learn"),
• communication skills (e. g. text production, rhetorics or moderating group discussions),
• instructional or teaching skills (e. g. motivating, orienting, explaining, cueing, questioning, evaluating etc.), and
• management skills (e. g. needs assessment, organizing, marketing, controlling or, financing).

Other methods for developing human ressources are

• supervision (trained experts observe performances of others in agreed-upon situations and give feedback in a friendly way),
• counselling (trained counsellors give advice concerning well- defined problems on demand), and
• coaching or monitoring (experienced persons become permanent partner with whom a novice discusses current problems).

4. THE DIFFERENT STEPS OF THE CURRICULUM DEVELOPMENT PROCESS

• those who are developing it are learners themselves,
• novices (new participants) have to be integrated and to bring in new experiences and new ideas,
• successes and failures in one program have an influence on the design of other programs, and
• the environment - this is the community, the country, and the world as a whole - will change.

• have not necessarily to be followed in the order of their numbers, but any other order may be reasonable;
• cannot be definitely mastered in one turn, but in repetitive turns;
• have as its consequence that the curriculum design evolves in several cycles before it reaches its final shape.

4.1 STEP 1: PPE ORGANIZATIONAL DEVELOPMENT (OD)

• clear statements of what should be the outcome and what not,
• long term and mid term planning (developmental steps),
• the provision and collection of ressources (people, land, materials, tools, money, knowledge etc.),
• the acquisition of specific knowhow (about using these ressources effectively and economically), and
• strategies for quality control and evaluation.

• How well is it accepted by its members and by its environment ?
• How helpful and how meaningful is it to them ?
• Are its goals and values made explicit ?
• Does each member identify with these goals and values ?
• How far are those goals visible in everyday practice ?
• Are there differences between what is said and what is done ?
• Are there efforts in order to reduce gaps between goals and practice ?
• Is there a balance between leadership and participation ?
• Does the organization live in peace with the surrounding culture and with the natural environment ?

Let us now come from the abstract to the more concrete. OD of the MIREMBE TECHNICAL SCHOOL should cover the following activities:

• Development of the basic concept of Mirembe/PPE (its "philosophy"),
• Recruiting new learners and facilitators (without loosing the old),
• Training of facilitators,
• Elaboration of criteria and rules for registration and certification,
• Selection, creation and preparation of learning sites,
• Establishing and improving counselling and guidance,
• Fund raising in order to provide scholarships,
• Stabilizing the financial situation of MTS,
• Development of quality control and evaluation strategies,
• Development of teaching & learning materials,
• Stabilization and improvement of the administrational infrastructure,
• Public Relations at different levels.

4.2 STEP 2: PPE PROGRAMME DEVELOPMENT

The process of PPE programme development starts with one or more planning workshops where a "draft programme" is being produced. The draft programme is a written text (programme description) which contains information about the main characteristics of the PPE programme. Mind that the draft programme is not yet the "programme-in-action"! It is kind of a vision about how things could be like, its is not necessarily a description of reality. The development of a PPE draft programme covers different steps:

• Contextual analysis with its sub-steps
• environmental analysis,
• needs analysis,
• ressources analysis (learning sites, ressource persons etc.), and
• target population analysis.
• Knowledge analysis with its sub-steps,
• knowledge domain limitation,
• knowledge specification, and
• knowledge structuring.
• Writing of the skills'list (list of learning objectives) with its sub-steps
• writing of skill descriptions,
• definition of performance criteria, and
• definition of perfection level (novice-subsistance-semiprofessional-, professional/expert levels).
• Writing of the ressources'list including
• the list of learning sites,
• the list of ressource persons / facilitators,
• the list of materials and tools, and
• the probable amount of active learning available time.
• Composition of a course map with its sub-steps
• writing short course descriptions, and
• recommending possible sequences.
• Statements about skills' assessment and evaluation including
• statements about assessment criteria,
• statements about assessment procedures, and
• statements about minimal standards for certification.
• Writing the "implementation chart" including statements about
• time management,
• sites management,
• the availability of personnel, and
• the availability of ressources.
• Editing the draft programme which includes
• editing the lists and statements mentioned above,
• lay-out, and
• copying or printing.
• The draft programme then may serve as a basis for
• the development of full course decscriptions,
• the writing of programme announcements, and for
• the controlling, evaluation and revision of the "programme-in- action".

4.3 STEP 3: THE DEVELOPMENT OF PPE CURRI CULUM UNITS

• top level down, and
• bottom up.

If we prefer the bottom-up-strategy of curriculum development, we have to complete all those steps which are described under 4.2 (programme development).

If we prefer the top-level-down strategy, we have already a clear idea of the context, the knowledge to be learnt, the ressources available, the target group, the map and sequence of courses, and a short description of the course to be developed. In this case we can restrict ourselves to the following steps:

• Listing of skills and knowledge which learners should already have when they begin with the unit.
• Listing of the skills and knowledge to be learnt by learners in the unit, of the standards of mastery, and of the ways how learners will demonstrate their skills after mastery.
• Listing of the number and kind of learning modules of the unit and of their possible sequences.
• Listing of media (including books) which can be used (completely or partially) in the unit.
• Writing a short manual for the course which may contain
• a knowledge map or other "advance organizers",
• background information on contexts (cultural, economical),
• information on the usefulness of the skills and knowledge,
• information on steps and procedures of performance,
• information on steps and procedures of skills' acquisition,
• information on job aids, tools and ressources (persons),
• information on risks and dangers, and
• information on controlling and evaluation procedures.

4.4 STEP 4: THE DEVELOPMENT OF LEARNING MODULES

• they consist of complex, meaningful, and "employable" activities,
• they have a clear relation to former and future learning tasks,
• they can be mastered in the time provided,
• they can be executed under the conditions and with the ressour ces available, and
• they can be mastered by the learner without risk for himself/ herself or for others.

• Writing of a worksheet which contains a short basic text (as to its context see above under 4.3), pictures and other graphical information.
• Preparation of a tape recording (alternatively or complementary).
• Providing tools, materials, and references.
• Testing the worksheet by asking "model-learners" to make appropriate use of it.
• Revising the worksheet according to experience.

4.5 STEP 5: THE DEVELOPMENT OF TEACHING & LEARNING METHODS

In order to develop an instructional model or teaching/learning method, therefore, the following steps can be advised:

• Study the description of the basic model carefully,
• define the context of your variation carefully,
• discuss with others which phases or elements should be modified, added or reduced,
• write a draft (if possible using the same categories as in appendix 2),
• discuss the draft with competent partners, and
• finally edit, copy, and distribute the text.
• (Do not forget to take one copy to the Curriculum Development Centre of Mirembe Technical School!)

4.6 STEP 6: THE DEVELOPMENT OF TEACHING & LEARNING MATERIALS

• selecting and/or modifying and/or translating texts (of whatever origin),
• selecting and/or modifying drawings, photographs or pictures (of whatever origin), and
• selecting and/or modifying electronic media (e. g. tape-recordings, video-recordings, or computer-software).

• copies "by hand" (handwritten copies, drawings etc.),
• photocopies,
• multicopying (using stencils),
• different printing technologies,
• and advanced ways of desktop-publishing (using scanners).

• learners'guides,
• facilitators' guides,
• audio-albums,
• worksheets,
• still pictures (wall maps, illustrations, drawings, cartoons etc.),
• projected still pictures (transparancies, slides etc.),
• exhibits and
• three-dimensional models (e.g. terrain models or miniatures).

• to find and to study carefully good examples of the same kind,
• to make a draft or a plan (e.g. a storyboard or a sketch),
• to produce a prototype,
• to discuss and to test the prototype,
• to make decisions on materials, colours, and layout, and
• finally to go into "mass production" if necessary.

4.7 STEP 7: THE DEVELOPMENT OF HUMAN RESSOURCES AND SKILLS

• Training Workshops,
• Job Aids, and
• Supervision.

Training Workshops will consist of a sequence of the following steps:

• identification of urgent problems ("critical incidents"),
• identification of possible trainees,
• organizing a planning workshop, in which trainees and facilitator discuss the list of critical incidents and problems and establish priorities for their solution,
• identifying instructional and/or other skills, the development of which will help to solve those problems,
• organizing one or more training workshops, in which each of the trainees will have several opportunities to practice each of the skills in simulated and realistic conditions receiving feedback after each trial by facilitator and other participants (if possible, video-feedback should be incorporated).

• identification of job-aids which are needed most by a facilitator charged with this task,
• development of job-aids (individually or by team-work),
• introduction of practicioners and facilitators in the use of these job-aids, and
• evaluating the quantity and quality of the application of those job-aids and their effectiveness.

• making a contract between supervisor and trainee/facilitator containing the "terms of trade" so that trustful cooperation can take place,
• observation of the trainee's performances by supervisor (with note-taking),
• feedback-session in a seperate room,
• evaluation of feedback by trainee (feedback to feedback), and
• agreement on whether and how to continue.

5. ASSIGNMENTS FOR PPE CURRICULUM DEVELOPERS

__________________________________________________________________
 

5.1 ASSIGNMENT

"Identifying topics and units for a PPE programme"

• Group assignment
• Creative Task
• Problem Solving

Task description:
Write a draft (an outline) of a programme of not more than 3 pages which should have a high priority in the near future. This draft should

• specify the skills and the knowledge which the programme is to deliver,
• specify the standards up to which the skills should be developed,
• present arguments why this programme should have highest priority,
• specify the characteristics of the target population for which the programme may be relevant,
• give a rough estimate of the average of active learning time needed to learn the skills,
• specify the ressources needed (in terms of materials, persons, learning sites, tools, and money), and
• list the titles of possible curriculum units of the programme (using the grid below) !

Skills to be developed:

• Reading instructions and assignments,
• PPE idea finding,
• organized cooperation in groups with shared responsibilities,
• curricular problem solving and decision making,
• valuing and evaluating,
• structured discussion under time restrictions,
• text editing, and
• persuasive communication.

• 180 minutes (3 hours)

• Form for listing curriculum units,
• Manual for PPE curriculum development,
• blackboard & chalk,
• pencil & paper, and
• pinboard & paper.

• Organizing for work (choosing moderator, reporter, and controler, clarifying the tasks, discussing the procedures) -> 10 minutes
• Brainstorming (free float of ideas, any ideas permitted, no rejections) -> 20 minutes
• Evaluating and selecting ideas (making criteria and values explicit, rank-ordering the ideas, restricting the number of options, final decision) -> 30 minutes
• Elaborating the solution -> 60 minutes
• Editing the text to be presented -> 45 minutes
• Preparing the presentation -> 15 minutes

• Check the quality of the working process by controlling the time !
• Check the quality of your proposal by making standards for its quality explicit !
• Check the quality of your proposal by comparing it with the solutions of other groups !
• Check the quality of your proposal by its acceptance and reception through the plenary !

5.2 ASSIGNMENT 2

Type of task or assignment:

• 2-Partner-Assignment (possibly including phases of individual work)
• Creative Task
• Problem solving
• Planning

(insert title of programme, see assignment nr.1)

You are expected to deliver a written draft of the curriculum unit at the next MTS board meeting.

Task description:
Write a draft (an outline) of a curriculum unit of not more than 3 pages which should have a high priority in the near future!

This draft should

• specify the skills and the knowledge which the unit is to deliver,
• specify the standards up to which the skills should be developed,
• list 5 - 10 learning modules of which the unit could consist (by using the categories below),
• give a rough estimate of the average active learning time needed to learn the skills, and
• specify the ressources needed (in terms of materials, persons, learning sites, tools, and money).

Skills to be developed:

• PPE idea finding
• organized cooperation in groups with shared responsibilities
• curricular problem solving and decision making
• valuing and evaluating
• structured discussion under time restrictions
• application of a job aid (form)

• 180 minutes (3 hours)

• Form for listing learning modules
• Manual for PPE curriculum development
• Blackboard & chalk
• Pencil & paper
• Pinboard & paper

• Organizing for work (clarifying the task, discussing the procedures, possibilties of job-sharing) -> 10 minutes. Mind that it may be advisable to organize phases of individual work!
• Brainstorming (free float of ideas, any ideas permitted, no rejections) -> 20 minutes
• Evaluating and selecting ideas (making criteria and values explicit, rank-ordering the ideas, restricting the number of options, final decision) -> 15 minutes
• Elaborating the solution -> 60 minutes
• Discussing the solution -> 15 minutes
• Editing the text to be presented -> 45 minutes
• Preparing the presentation -> 15 minutes

• Check the quality of the working process by controlling the time !
• Check the quality of your proposal by making standards of its quality explicit !
• Check the quality of your proposal by comparing it with the solutions of other groups !
• Check the quality of your proposal by its acceptance and reception through the plenary !

5.3 ASSIGNMENT 3

Type of task or assignment:

• 2-Partner-Assignment (possibly including phases of individual work)
• Creative Task
• Design Task

You are a member of a team of 2 facilitators who have been charged by the Mirembe Technical School with the development of the storyboard for an audio-album. This audio-album should serve as an "advance-organizer" (introduction) for the following curriculum unit:

(insert title of unit here !)

You are expected to deliver a written draft of the album at the next MTS board meeting. Your draft will be exhibited on a pinboard.

Task description:

Write a draft ("storyboard") of an audio-album using the following grid. The draft should

• specify ca. 20 drawings (if you have difficulties in drawing, try your best; otherwise describe the content of the drawings in words),
• match ca. 20 tape-recorded messages with the drawings, and
• bring them in a sequence using the following grid !

Skills to be developed:

• idea finding
• instructionasl design
• visualizing
• using local language for instruction
• low cost media production
• structured design activities under time restrictions
• application of a job aid (form)

• 180 minutes (3 hours)

• Form for draft storyboard
• Manual for PPE curriculum development
• Pencil & paper
• Pinboard & paper
• Tape Recorder

• Organizing for work (clarifying the task, discussing the procedures, possibilties of job-sharing) -> 10 minutes. Mind that it may be advisable to organize phases of individual work!
• Brainstorming (free float of ideas, any ideas permitted, no rejections) -> 20 minutes
• Evaluating, selecting, and modifying ideas -> 15 minutes
• Elaborating the solution (including tape-recordings) -> 60 minutes
• Discussing the solution -> 15 minutes
• Editing the storyboard for presentation -> 60 minutes

• Check the quality of the working process by controlling the time !
• Check the quality of your draft storyboard by making standards for its quality explicit !
• Check the quality of your draft storyboard by comparing it with those of other groups !
• Check the quality of your draft storyboard by its acceptance and reception through the plenary !

5.4 ASSIGNMENT 4

Type of task or assignment:

• 2-Partner-Assignment (possibly including phases of individual work)
• Creative Task
• Design Task

(insert title of unit here !)

One of your tasks is the design and production of worksheets for each learning module. In order to improve the quality of worksheets, you are asked to select one of the modules of this unit (see assignment nr. 2) and prepare a worksheet for it, including drawings and other graphics.

You are expected to deliver the worksheet at the next MTS board meeting. Your worksheet will be exhibited on a pinboard.

Task description:
Prepare a worksheet which your target group of learners will understand without further help. It should contain

• a clear decription of an assignment (criteria for it can be found in the manual),
• a short basic text (criteria for it can be found in the manual under 4.3),
• a description of steps and procedures (including pictures and other graphics), and
• a list of tools, job aids, and references which are necessary to complete the assignment.

Please, use the following headings for the worksheet:

------------------------------------------------------------------
MIREMBE TECHNICAL SCHOOL
NAME OF PROGRAMME:
NAME OF CURRICULUM UNIT:
LEARNING MODULE NR.:
NAME OF LEARNING MODULE:
LEARNING SITE:
ACTIVE LEARNING TIME:
------------------------------------------------------------------

Present the worksheet in forms of an exhibit at the pinboard and of a tape-recording (if possible in local language).

Skills to be developed:

• instructional design
• visualizing
• tape-recording
• assignment writing
• structured design activities under time restrictions

• 180 minutes (3 hours)

• Headings for worksheet
• Manual for PPE curriculum development
• Tape-recorder and tape
• Pencil & paper
• Pinboard & paper

• Organizing for work (clarifying the task, discussing the procedures, possibilties of job-sharing) -> 10 minutes. Mind that it may be advisable to organize for phases of individual work!
• Brainstorming (free float of ideas, any ideas permitted, no rejections) -> 20 minutes
• Evaluating, selecting, and modifying ideas -> 15 minutes
• Elaborating the text, the drawings, and the tape-recordings -> 60 minutes
• Discussing the draft and modifying it -> 15 minutes
• Editing the worksheet for presentation -> 60 minutes

• Check the quality of the working process by controlling the time !
• Check the quality of your assignment by referring to the manual !
• Check the quality of your worksheet by comparing it with those of other groups !
• Check the quality of your worksheet by its acceptance and reception through the plenary !

5.5 ASSIGNMENT 5

Type of task or assignment:

• 2-Partner-Assignment (possibly including phases of individual work)
• Planning Task
• Design Task

• moderating group discussions,
• mobilizing learners' prior experiences,
• identifying learning difficulties,
• helping learners to elect a programme,
• evaluating learners' performances,
• orienting learners by using advance organizers, and
• presenting information.

------------------------------------------------------------------
CKECKLIST FOR OBSERVING COMMUNICATION & TEACHING SKILLS

SKILL DOMAIN:.....................................................
                        (insert one of the above-mentioned skills!)

OBSERVATION TIME PERIOD:

NAME OF OBSERVER:
 

ACTIVITIES	NUMBER OF OBSERVATIONS
ACTIVITIES OF FACILITATOR TO BE ENHANCED:	-
-	-
-	-
ACTIVITIES OF FACILITATOR TO BE AVOIDED:	-
-	-
-	-

Present the checklist in forms of an exhibit at the pinboard !

Skills to be developed:

• identification of relevant traits of specific skills
• quality control of specific communication and teaching skills
• action research
• data collection
• evaluation
• feedback

• 150 minutes (2½ hours)

• Form for communication skills' observation checklist
• PPE curriculum development manual
• Pencil & paper
• Pinboard

• Organizing for work (clarifying the task, discussing the procedures, possibilties of job-sharing) -> 10 minutes. Mind that it may be advisable to organize for phases of individual work!
• Brainstorming (free float of ideas, any ideas permitted, no rejections) -> 20 minutes
• Evaluating, selecting, and modifying ideas -> 15 minutes
• Elaborating the draft checklist -> 45 minutes
• Discussing the draft and modifying it -> 15 minutes
• Editing the draft for presentation -> 45 minutes

• Check the quality of the working process by controlling the time !
• Check the quality of your worksheet by comparing it with those of other groups !
• Check the quality of your worksheet by its acceptance and reception through the plenary !
• Check the quality of the checklist by testing its applicability and its objectivity (= "do different observers make the same observations?")

6. TOOLS FOR CURRICULUM DEVELOPMENT

Checklists and forms are such tools for PPE curriculum developers. The following examples of checklists and forms are only a very small selection of them. Since tools have to be adapted to the specific tasks, PPE curriculum developers will have to make their own tools in the long run.

6.1 Checklists

Make a list of the most urgent community development projects which the MIREMBE self-help organization is to support or to organize ! For each project, you should define

• What kind of project is it ?
• Who are the responsible organizers ?
• How many people will profit from it ?
• Which conditions have to be respected ?
• When will it start ?
• How long will it last ?
• How much will it cost (in terms of time and money) ?
• How will its progress be controlled ?
• Which alternatives exist instead of this project ?
• What would happen if the project would not start ?
• Which other aspects have to be discussed ?

• Is training necessary at all, in order to make the project a success ?
• Who has to be trained (target group) ?
• Which skills have to be delivered ?
• Who could be the trainers ?
• Have the trainers been trained ?
• When and where can training take place ?

To which skill domain does the skill belong ?

• production of goods
• selling and marketing
• maintenance & control
• security services
• health care
• other services
• home economics
• financing and banking
• organization
• education & training
• communication
• repair
• transport
• distribution
• commerce
• decision-making
• research & development
• publishing
• creative arts
• learning

• intellectual abilities like
• reaction time
• memory
• spatial represenation
• verbal abilities
• exact observation
• physical abilities like
• good health
• manual dexterity
• strength
• endurance
• social and communicative abilities like
• responsibility
• ability to work in team
• oral communication
• written communication
• public speech
• friendlyness

• name of program:
• over-all population of the community:
• number of persons for whom the program is useful:
• number of persons who are likely to participate in the first year:
• number of persons who have time and money for participation:
• number of years in which the program can be offered:
• skills and knowledge needed for entering the program:
• actual level of education of the target group:
• homogeneity of the target group:
• possible motivation for participation:
• methods and instruments for contacting and adressing the target group (publicity):

6.2 Forms

ASSIGNMENT NR.:

Topic:

Type of task or assignment:

Actual situation:

Task description:

Time budget:

Tools, ressources, or job aids:

Steps of performing the task:

Quality control:

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Form for programme ressources analysis

1. Name of Program:

2. Name of responsible coordinator:

3. Time dimension of programme (hours of active learning time):

4. Time of facilitators available per year (man-hours):

• paid :

• unpaid:

6. Learning sites available (hours/days per week or days/weeks per year):
 

NAME OF SITE	ADDRESS	AVAILABILITY
-	-	-
-	-	-

 

7. Equipment of learning sites (existing or needed):
 

NAME OF SITE	NAME OF EQUIPMENT	"E" OR "N"
-	-	-
-	-	-

 

8. Tools for each learner or for a group of learners (existing or needed):
 

NAME OF TOOL	"I" or "G"	"E" or "N"
-	-	-
-	-	-

 

9. Financing of program (from which sources how much money ?):
 

NAME OF SOURCE	MONEY AVAILABLE	MONEY TO BE RAISED
-	-	-
-	-	-

 

10. Other ressources (available = "A" or needed= "N"):
 

NAME OF RESSOURCE	"A" OR "N"
-	-
-	-