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
-
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
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:
-
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 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
-
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.
POLYPRACTICAL EDUCATION, therefore, is a LIFELONG PROCESS
OF INDIVIDUAL AND COMMUNITY DEVELOPMENT through which
-
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
Like in others fields where complex social systems are involved,
it is reasonable to distinguish at least three levels of human action:
-
macro level actions and activities,
-
meso level actions and activities, and
-
micro level actions and activities.
If we apply this insight to the field of curriculum development,
we can distinguish between
-
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.
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
-
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)
"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
-
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.
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
-
skills demonstration and/or
-
presentation of products and/or
-
written tests and/or
-
oral examinations (interviews).
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
-
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.
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:
-
assignments methods,
-
field trips and excursions,
-
simulation and gaming,
-
learning projects and experiential learning,
-
case studies,
-
experiments, and
-
workshops.
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:
-
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).
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
-
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)
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
-
Learners,
-
Facilitators,
-
Organizers, or
-
Cooperators (experts, practicioners etc.).
"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
-
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).
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
-
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
PPE curriculum development is not a ready-made thing, but
a continuing process. It has to be continuously discussed, assessed and
revised, because
-
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.
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
-
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.
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
-
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.
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:
-
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 ?
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:
-
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
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:
-
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".
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:
-
top level down, and
-
bottom up.
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:
-
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
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:
-
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.
When developing a learning module, the following sub-steps
take place:
-
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 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:
-
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
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
-
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).
As to the technical reproduction, there are many possibilities:
-
copies "by hand" (handwritten copies, drawings etc.),
-
photocopies,
-
multicopying (using stencils),
-
different printing technologies,
-
and advanced ways of desktop-publishing (using scanners).
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
-
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).
Whenever such materials are to be developed from scratch,
it is advisable
-
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
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
-
Training Workshops,
-
Job Aids, and
-
Supervision.
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:
-
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).
The use of Job Aids (e. g. checklists or forms)
has to be managed in three steps:
-
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.
Supervision should be implemented through the
following steps:
-
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
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:
-
Group assignment
-
Creative Task
-
Problem Solving
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
-
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) !
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:
-
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.
Time budget:
Tools, ressources, or job aids:
-
Form for listing curriculum units,
-
Manual for PPE curriculum development,
-
blackboard & chalk,
-
pencil & paper, and
-
pinboard & paper.
Steps of performing the task:
-
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
Quality control:
-
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
"Developing the Description of a PPE Curriculum Unit"
Type of task or assignment:
-
2-Partner-Assignment (possibly including phases of individual
work)
-
Creative Task
-
Problem solving
-
Planning
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
-
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).
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:
-
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)
Time budget:
Tools, ressources, or job aids:
-
Form for listing learning modules
-
Manual for PPE curriculum development
-
Blackboard & chalk
-
Pencil & paper
-
Pinboard & paper
Steps of performing the task:
-
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
Quality control:
-
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
"Drafting the Storyboard for an Audio-Album"
Type of task or assignment:
-
2-Partner-Assignment (possibly including phases of individual
work)
-
Creative Task
-
Design Task
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
-
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 !
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:
-
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)
Time budget:
Tools, ressources, or job aids:
-
Form for draft storyboard
-
Manual for PPE curriculum development
-
Pencil & paper
-
Pinboard & paper
-
Tape Recorder
Steps of performing the task:
-
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
Quality control:
-
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
"Drafting a Worksheet for a PPE Learning Module"
Type of task or assignment:
-
2-Partner-Assignment (possibly including phases of individual
work)
-
Creative Task
-
Design Task
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
-
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.
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:
-
instructional design
-
visualizing
-
tape-recording
-
assignment writing
-
structured design activities under time restrictions
Time budget:
Tools, ressources, or job aids:
-
Headings for worksheet
-
Manual for PPE curriculum development
-
Tape-recorder and tape
-
Pencil & paper
-
Pinboard & paper
Steps of performing the task:
-
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
Quality control:
-
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
"Drafting a Micro-Teaching Unit for PPE Facilitators"
Type of task or assignment:
-
2-Partner-Assignment (possibly including phases of individual
work)
-
Planning Task
-
Design Task
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;
-
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.
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:
-
identification of relevant traits of specific skills
-
quality control of specific communication and teaching skills
-
action research
-
data collection
-
evaluation
-
feedback
Time budget:
Tools, ressources, or job aids:
-
Form for communication skills' observation checklist
-
PPE curriculum development manual
-
Pencil & paper
-
Pinboard
Steps of performing the task:
-
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
Quality control:
-
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
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
-
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 ?
For each MIREMBE project described in that way, training
needs have to be identified. You should answer the following questions:
-
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 ?
Checklist for the identification of skills
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
Which abilities are required in order to apply these skills
?
-
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
-----------------------------------------------------------------
Checklist for target group analysis
-
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
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" |
- |
- |
- |
- |