The Toolkit has been divided into three parts:
— Part I focuses on Participatory 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. Development (PCD Participatory Curriculum Development) and its main phases involved in training event design. It explains the philosophy and theory, which underpins PCD, and in turn provides a framework for all the different stages of designing a training event. Part I is the backbone of this Toolkit and it is therefore recommended that all users read Part I first before moving on to Part II.
—
Part II explores
ten key elements of the training design process in detail. For each key
element, there is a ‘fast track’, which gives a quick overview of the
main learning outcomes, the training strategies used, the key content,
and some relevant resources. They are targeted at educators who will be
directly involved in designing the training as well as the trainers of
the trainers. After each ‘fast track’ there is a series of key resource
materials with references and sometimes annexes where relevant.
These can help users of this Toolkit to go deeper into the topic or may
be used for distribution to participants in a training of trainers course.
The ten key elements do follow a logical sequence in the course design
process. Readers who are unfamiliar with the concept of training, are
recommended to read each key element in the sequence provided, as this
will enhance their understanding of training and help to develop good
practice. Experienced trainers may prefer to go straight to an element
of particular interest rather than working systematically through the
entire Toolkit.
The ten key elements are as follows:
§ Adult learning – theories and concepts: Training in agroforestry involves adult learners and this has important implications when planning, organizing and implementing such training activities.
§ Stakeholder groups, individuals, organizations who have a claim, gain or benefit, or who feelthey should have some ownership of a process, programme or project. analysis: There are many stakeholders that are involved in, and stand to benefit from, the training that is provided and all of them need to be considered, and eventually consulted, if the training is to be successful.
§ Training Needs Analysis: Training can only be successful if based on proper training needs identification and assessment. Even when training in state-of- the-art topics, it is still important to know what needs will be addressed by such training.
§ Setting aims and objectives for a training course: Once training needs have been identified, trainers will need to develop clear aims and objectives for the training programme(s) that will address these needs.
§ Content, methods and materials for teaching and learning: After developing the training course framework, it is necessary to consider the related content, methods and materials, which are needed to facilitate learning, and to achieve the identified learning outcomes.
§ Teaching and learning methods: Training is often seen as a series of ‘classroom’ sessions but there are many other appropriate teaching and learning methods that can be effectively used to facilitate learning.
§ Training materials: Well selected and properly produced training materials facilitate the training and learning process and serve as a reference long after the training took place.
§ Lesson planning: Lesson or session planning is a very practical activity that translates the overall training course design into detailed plans combining content, methods and materials to achieve the clearly defined learning outcomes.
§ Evaluating and assessing training courses: Evaluation is more than an extractive tool providing ‘data-on-demand’. It should be part of a continuous process of reflection and action using a participatory approach.
§ Organizing short training activities: If training events are to be successful, they should be very well planned, organized and implemented.
— Part III lists useful websites containing resources, information a source of data or sensory input, organized or arranged into a pattern which can be interpreted. and materials relevant to agroforestry training and education.
It is expected that these materials will be updated from time to time and therefore they have been compiled in a ring binder. This will also allow users of the Toolkit to complement this document with additional materials and their own notes.
This Toolkit contains a CD with the original word processor files of all the text (in Microsoft™ Word format) for users to adapt or modify as needed. A printable (pdf) file is also included that can be read on-line and for printing of further copies.
We hope that you will find this Toolkit a valuable tool and resource for the development of your own training courses. It is not a blueprint; your experience and practice will enable you to use this resource effectively and enhance your capacity to design and deliver training courses.