THE MIREMBE TECHNICAL SCHOOL

Manual for PPE curriculum development (First draft), developed for the Mirembe Technical School Kayunga/Uganda

By Prof. Dr. Karl-Heinz Flechsig, Elizabeth Nabanja-Makumbi Juliane Delkeskamp (M. A.), and Emanuela Finke

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

This "Manual for Curriculum Development in Polypractical Education" has been written as background material for the workshop to be held at Kayunga/Uganda from 15th - 21th September 1991. Whether it can be used for other purposes has to be decided after the workshop.

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

In many regions of the world, whole communities and families have difficulties to survive: lack of good water, lack of food, lack of shelter, lack of health care. Everybody will agree that these are the ressources which human beings need most for their survival. Without skills and knowledge, however, ressources alone cannot make a better life. Skills and ressources are inter-related: Skills and knowledge are needed in order to create and to make use of ressources. Ressources are needed in order to create and to communicate skills and knowledge. Only then the slow paths of development and progress from survival to perfection may appear.

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

"POLY" is Greek and means "many". "PRAXIS" is also Greek and means "justified action". "Polypractical education", therefore, is more than the training and learning of many technical skills. It also includes learning how to communicate about these skills with others and to reason why it is right or wrong, good or bad, beautiful or ugly to apply these skills in a given situation.

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

POLYPRACTICAL EDUCATION is linked to COMMUNITY DEVELOPMENT in a sense which covers respect for local traditions as well as culturally controlled innovations. This includes the linkage of following activities: POLYPRACTICAL EDUCATION is also linked to COMMUNICATION. But this is not abstract communication about artificial worlds. It is communication about the world of "praxis", and it is integrated into the world of work: into the planning of work, into the controlling of work and into the evaluation of work. Such communication may take place by means of spoken or written language, it may make use of pictures and symbols, and it may use models and numbers.

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

POLYPRACTICAL EDUCATION, therefore, is a LIFELONG PROCESS OF INDIVIDUAL AND COMMUNITY DEVELOPMENT through which

3. LEVELS OF PPE CURRICULUM DEVELOPMENT

Like in others fields where complex social systems are involved, it is reasonable to distinguish at least three levels of human action: If we apply this insight to the field of curriculum development, we can distinguish between The following paragraphs will render a more detailed description of each of these levels of PPE curriculum development.

3.1 Organizational Development (OD)

The organization of the Mirembe Technical School will consist of bodies like units for "Developing" these bodies will include both training activities (e. g. workshops), institution building activities (e.g. through rules and contracts), and action research activities (e.g. monitoring, supervising, controlling and evaluation).

3.2 Programme Development

As the following table shows, educational opportunities are available in three large knowledge domains. According to needs and according to available ressources, basic and advanced courses should be offered in order to deliver knowledge and skills like these (examples only):
 
WORK & PRODUCTION  COMMUNICATION & EDUCATION  MANAGEMENT & ECONOMY 
Plant production Written Communication Organization
Animal production Oral Communication  Marketing 
Clothing production Tutoring  Financing 
Water production  Counselling Planning 
Energy production  Training & Teaching Personnel 
Furniture production  Arts & Folklore Production 
Construction  Publishing & PR Maintenance 
Transport  Visualizing Controlling
Security Assessment 
Health & Hygiene  Documentation 
Conservation  Mass Media 
Waste Disposal 
Media production 
Polypractical education wants to avoid that "hand" goes without "head" (and vice versa). Therefore, the programme should be organized in such a way that stepwise integration of both hand and head takes place. By starting from two basic courses in the WORK domain, each participant makes his or her progress through the program. Dropping out is impossible, since each course has an end in itself so that participants may stop or interrupt at each level or continue so that "lifelong education" takes place. The charts of "appendix 4", show how such an open-ended "graduation" based on "horizontal" and "vertical" progress in the programme can be achieved by each participant.

3.3 Development of Curriculum Units

There will be a variety of carefully designed courses, projects, or self-study units, each covering an average of 60 hours of active learning time. Each course should consist of about 50% practical (workshop) and 50% theoretical (classroom) elements (learning modules). For each course, there will be At the end of each course, there will be an assessment of knowledge and skills which have been acquired. Assessment takes place in the middle and at the end of courses in forms of Certification will be based on course credits, demonstration of skills, and presentation of products. It will be basically qualitative and give a detailed description of type and level of skills that have been acquired and of products that have been worked out. Information of comparability with other degrees should be included whenever possible. The acknowledgement of the certificate (degree) by national or local authorities should be aspired.

3.4 Development of Learning Modules

Learning modules are the "building blocks" for PPE programmes and PPE courses. Much attention, therefore, should be paid to their development. They consist of Each learning module should cover about 5 hours of active learning time.

3.5 Development of Teaching and Learning Methods

PPE learning modules will be organized in different ways, using various learning and teaching methods. Since only active methods of teaching and learning are compatible with the idea of polypractical education, the following methods should be preferred: Appendix nr. 2 describes in grater detail each of these methods.

3.6 Development of Teaching and Learning Materials

There are two kinds of teaching & learning materials: It is important for PPE curriculum developers to improve the pro- duction of so-called "low cost materials". This isn't a good term. We should call them "high-quality/low-cost materials" instead. A word has to be said about the good old blackboard. It is an extremely valuable device, but very often it is used in the most terrible way. Facilitators should make sure

3.7 Human Ressources Development (HRD)

Last but not least, human ressources are even more important than material ressources in Polypractical Education. By "human ressources" we mean every person who takes part in PPE programmes in whatever role it may be, as "Developing" these ressources means to improve their knowledge and their skills, their personality and their attitudes as widely and as perfectly as possible. This refers to Workshop-type trainings will be the most common method for improving the quality of human resources in Polypractical Education. They may last a few hours or a few days, maybe a weekend. These workshops should also be social events (with games, meals, dances, performances etc.) to be enjoyed by all those who participate.

Other methods for developing human ressources are

4. THE DIFFERENT STEPS OF THE CURRICULUM DEVELOPMENT PROCESS

PPE curriculum development is not a ready-made thing, but a continuing process. It has to be continuously discussed, assessed and revised, because As a consequence of this, curriculum development processes do not have a linear "assembly line" character, but rather a "spiral" one (like a bird that flies higher and higher in cycles). This implies that the "steps" described below The following description of "steps", therefore, should be understood as starting points and arguments open to further discussion, not as a ritual to be strictly observed. Assessment and discussion of experiences have to follow. Follow-ups of the First Mirembe Curriculum Development Workshop should be organized, therefore, if possible every 6 months.

4.1 STEP 1: PPE ORGANIZATIONAL DEVELOPMENT (OD)

Any organization - public or private, state agency or enterprise - should be seen as living being. As such it needs input so that it can produce some kind of wealth which improves the quality of life of its members. This implies But the production of material wealth is only one aspect of productivity. There are other criteria for assessing the quality of an organization, particularly its "culture". This includes the following points: The growth and the development of an organizational culture do not come into being automatically. Like human beings, organizations may die as young babies before they are grown up. Much support is needed in order to make an organization survive. One important means in order to make sure that organizational development in this positive sense takes place, are detailed and honest reports ("no window dressing"). They should be issued by the responsible organizers (e. g. annually). It is often very helpful, if outside evaluators are invited to have a closer look at the organization, its shortcomings and its potentials. They should be "real friends" of the organization whose interest is to improve the organization not to criticize or to abolish it.

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

4.2 STEP 2: PPE PROGRAMME DEVELOPMENT

As can be seen in the appendix (nr. 4), a PPE "programme" is a sequence of courses which build up skills (competencies, qualifications) in a specific knowledge domain (e.g. agriculture, animal husbandry, sewing, basic health etc.). It covers about 500 hours of active learning time - sometimes less, sometimes more and delivers "employable skills", i.e. skills which are employable either for one's own subsistence or which can deliver "marketable" products and services.

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:

At first sight, this procedure of developing draft programmes seems to be a huge endeavour. If work is organized properly, and if the team of programme developers is busy enough, two half weeks of work with an intermediate phase of individual work will be sufficiant for the production of a first version of draft programme which covers say 500 hours of active learning time. One has to keep in mind, however, that a draft programme should not be too detailed and too comprehensive, since it is a first step towards the programme-in-action and not the final version of it.

4.3 STEP 3: THE DEVELOPMENT OF PPE CURRI CULUM UNITS

The question whether programme development has to precede course development or vice versa looks like the question whether the hen or the chick was earlier. Both ways are possible: At whatever point of curriculum development we start, we shall soon see that we cannot develop a course without having in mind the vision of a program of which it could be a part, and that we cannot develop a program without having at least a vague idea about its possible courses. It even may be that we start planning a course, until we discover that we work on a whole sequence of courses, because we have under-estimated the amount of active learning time necessary to master the skills.

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:

4.4 STEP 4: THE DEVELOPMENT OF LEARNING MODULES

Since learning modules are the basic units of curriculum development, much care should be applied for their design. Above all, well-designed learning tasks and assignments are the core of a PPE learning module. Criteria for high quality learning tasks and assignments have the following characteristics: When developing a learning module, the following sub-steps take place:

4.5 STEP 5: THE DEVELOPMENT OF TEACHING & LEARNING METHODS

In appendix 2 we find a description of 11 basic models of teaching (instructional methods). Each of these models exists in many variations. The development of such variations is necessary, since different contexts (cultures, target groups, knowledge domains, needs, available ressources) demand adaptation.

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

4.6 STEP 6: THE DEVELOPMENT OF TEACHING & LEARNING MATERIALS

The development of teaching and learning materials for PPE curriculum development only rarely starts from scratch. In most cases, these materials will be developed on the basis of already existing ones, e. g. by As to the technical reproduction, there are many possibilities: It should not be forgotten, however, that original and creative development of new teaching and learning materials is an important aspect in PPE, since many skills and many local conditions are not or not easily available in forms of existing materials. In particular, this refers to low cost course materials like Whenever such materials are to be developed from scratch, it is advisable

4.7 STEP 7: THE DEVELOPMENT OF HUMAN RESSOURCES AND SKILLS

As mentioned under 3.7, the development of the skills and the knowledge of PPE organizers and facilitators is an important goal of curriculum development. It can be effected by Since the Development of Human Ressources and Skills deserves a manual of its own, the following steps are only a "first aid" device.

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

The use of Job Aids (e. g. checklists or forms) has to be managed in three steps: Supervision should be implemented through the following steps:

5. ASSIGNMENTS FOR PPE CURRICULUM DEVELOPERS

The following assignments have been prepared for the "First Mirembe Workshop on PPE Curriculum Development". They should be considered, however, as examples of future assignments not only for the training of curriculum developers, but also for the training of facilitators. Each assignment, therefore, has been written in the same format.

__________________________________________________________________
 

5.1 ASSIGNMENT

"Identifying topics and units for a PPE programme"

Type of task or assignment: Actual situation:
You are a member of a team of facilitators who have been charged by the Mirembe Technical School with the development of ideas for new programmes which MTS could or should offer in the near future. You are expected to deliver a written draft of a program at the next MTS board meeting.

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

LIST OF CURRICULUM UNITS
 
Unit Nr. Title of Unit Any Remarks
1 - -
2 - -
etc. - -
Present the draft to the plenary of the workshop in not more than 15 minutes using visual aids (blackboard, flipchart) !

Skills to be developed:

Time budget: Tools, ressources, or job aids: Steps of performing the task: Quality control:

5.2 ASSIGNMENT 2

"Developing the Description of a PPE Curriculum Unit"

Type of task or assignment:

Actual situation:
You are a member of a team of 2 facilitators who have been charged by the Mirembe Technical School with the development of a draft description of a curriculum unit for the following programme:

(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

LIST OF LEARNING MODULES
 
Module Title of Learning Module Learning Site Ressources 
1 - - -
2 - - -
etc. - - -
Present the draft to the plenary of the workshop in not more than 15 minutes using visual aids (blackboard, flipchart) !

Skills to be developed:

Time budget: Tools, ressources, or job aids: Steps of performing the task: Quality control:

5.3 ASSIGNMENT 3

"Drafting the Storyboard for an Audio-Album"

Type of task or assignment:

Actual situation:

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

DRAFT STORYBOARD
 
Page Nr. Content of drawing (in words) "Message" on tape
1 - -
2 - -
etc. - -
Present the draft (storyboard plus selected drawings) in forms of an exhibit at the pinboard and of a tape-recording (if possible in local language)

Skills to be developed:

Time budget: Tools, ressources, or job aids: Steps of performing the task: Quality control:

5.4 ASSIGNMENT 4

"Drafting a Worksheet for a PPE Learning Module"

Type of task or assignment:

Actual situation:
You are a member of a team of 2 facilitators who cooperatively are charged as course managers for the following curriculum unit:

(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

In addition to the worksheet, please prepare a tape-recording in local language which will help those learners to understand the assignment and the drawings who cannot read !

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:

Time budget: Tools, ressources, or job aids: Steps of performing the task: Quality control:

5.5 ASSIGNMENT 5

"Drafting a Micro-Teaching Unit for PPE Facilitators"

Type of task or assignment:

Actual situation:
You are a member of a team of 2 facilitators who cooperatively are charged with the preparation of a learning module for a PPE training workshop (like others teams). The goal of this workshop is the improvement of the communication and teaching skills of PPE facilitators. In the workshop, one group of participants will practice these skills under realistic and simulated conditions, while the other group will be observers and provide feedback. The workshop will have special reference to the following communication and teaching skills; Task description:
Prepare a checklist for the observation of one of the above-mentioned communication and teaching skills. This checklist is to be used by the group of observers in one of the training-sessions (micro-teaching) of the workshop. The following form will help you to master the task by providing several categories:

------------------------------------------------------------------
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:

Time budget: Tools, ressources, or job aids: Steps of performing the task: Quality control:

6. TOOLS FOR CURRICULUM DEVELOPMENT

Every craftsman knows that the quality of his work and of his products depends to a high degree on the quality of his tools. For PPE curriculum developers, tools and job aids als also important devices for improving the quality of their work.

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

Checklist for needs analysis

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

For each MIREMBE project described in that way, training needs have to be identified. You should answer the following questions: Checklist for the identification of skills

To which skill domain does the skill belong ?

Which abilities are required in order to apply these skills ? -----------------------------------------------------------------
Checklist for target group analysis

6.2 Forms

Form for assignments

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:

------------------------------------------------------------------
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):

5. Number, names, and qualifications of facilitators / ressource persons:
 
NAME QUALIFICATION AVAILABILITY
- - -
- - -
 

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"
- -
- -