After going through this topic, you will be able to:
Develop a curriculum a guide for learning which integrates the philosophy and orientation of a trainingprogramme, expected learning outcomes, key content, methodology and evaluation for the teaching and learning process. framework based on needs identified.
Write the aims of a teaching or training programme.
Develop a set of learning outcomes or objectives for a training programme.
A training course framework provides the shape, direction and overall approach for a training course. It should be based upon the outcomes of the training needs analysis. This should have identified key areas of knowledge A complex construction of information and individual experience with an interrelatedsocial and environmental dimension. (N.B. many different interpretations of knowledgeexist, and this is one preferred in this Toolkit), skills and attitudes, which need to be addressed through the training. It is important to spend time on getting to understand the difference between aims and objectives, and even more time on practicing writing aims and objectives. Writing objectives is always difficult the first time. It is important to really understand the meaning of the objective a statement of what a learner is expected to learn by the end of a training course,expressed in terms which are specific, measurable, attainable, relevant and time-bound. (in whatever language you are using) and to ensure that it is SMART S = Specific,M = Measurable, A = Attainable or Achievable, R = Relevant or Realistic, T = Time-bound (S = Specific, M = Measurable, A = Attainable or Achievable, R = Relevant or Realistic, T = Time-bound; see the topic paper on page 100). If you are working in a participatory way, you will be involving others in the setting of objectives or learning outcomes, and getting feedback from others on the aims and objectives of your training course. This will help you improve them.
If you are training others to write objectives, you should be ready to give strong guidance to participants on how to improve the written objectives. Other participants are usually very good critics as well, and helping participants to comment on each others objectives is a powerful learning approach.
Why do we need a curriculum framework?
To give shape and direction to the learning process.
To clarify learning outcomes.
To describe learning processes.
To guide teachers and learners.
To inform other stakeholders.
What are the elements of a curriculum framework?
Broad aims.
The main learning outcomes.
The critical content areas (topics, key points).
Guide to methods of teaching and learning.
Suggestions or examples for learning materials.
Overview of evaluation process.
Aims of a teaching or training programme
A general statement of purpose.
Less specific than objectives.
Usually longer term than objectives.
Written in terms of what the trainer or teacher hopes to achieve through the programme.
Objectives and learning outcomes
Objectives are very specific.
They are written in terms of what the learner will achieve within a given period of time.
They are based on a cognitive approach.
They relate to a measurable change in behaviour.
They should include criteria and conditions.
Objectives should be SMART!
S = Specific
M = Measurable
A = Attainable or Achievable
R = Relevant or Realistic
T = Time-bound
Tips for trainers:
Practise writing learning outcomes and get feedback from others; this will help you improve.
Always relate the learning outcomes back to the aims and the results of the TNA Training Needs Analysis
Remember the SMART rule.
Problems with objectives
Cognitive theory has some limitations - objectives are often limited to the cognitive domain, and neglect skill-based learning, and changes in attitudes and beliefs.
Assumption that objectives are the same for all learners.
Learners not involved in setting their own objectives.
Learning outcomes
Objectives are useful in principle, but sometimes lead to a rigid, inflexible approach.
Learning outcomes provide a more open framework for learning, still taking behavioural change into account, and encourage a more interactive, participatory approach in their identification.
Tips for trainers:
Always write learning outcomes in terms of what the LEARNER will achieve.
Always relate the outcome to some measurable form of behaviour (direct or indirect) - use words which provide clear guidance, not vague and meaningless.
Include conditions under which the behaviour will be performed.
Include criteria which describe the standard or level of the performance.
Davies IK. 1976. Objectives in Curriculum Design. Maidenhead: McGraw-Hill.
FAO. 1993. Trainers Guide: Concepts, principles and methods of training, with special reference to agricultural development. Vol. 1. Rome: FAO.
Mager RF. 1984. Preparing Instructional Objectives. Lake Publishing Company, Belmont, California.
Rogers A and Taylor P. 1998. Participatory Curriculum Development in Agricultural Education. A Training Guide. Rome: FAO.
Rowntree D. 1981. Educational Technology in Curriculum Development. London: Harper and Row, xviii + 296 pp.
Rudebjer P, Taylor P and Del Castillo RA eds. A Guide to Learning Agroforestry. Nairobi: ICRAF.