This part introduces the key elements of the PCD process, and provides an explanation on why it has emerged in recent years. It is important since it provides a frame of reference for the other topics in this Toolkit, and we recommend that you read it before proceeding to Part II. The main steps of the PCD approach have value for the design of all kinds of training events, for the design of formal education programmes and for the design of short, in-service training events. A lot will depend on the training event under consideration when it comes to deciding on how much participation will be required from which stakeholders, at what level(s) and in what detail.
In this part, we will look at several things. What do we mean by ‘curriculum development‘, and how does this relate to training course design? We will consider why learning and training should be participatory, and what benefits you will gain when you adopt a participatory approach. We will think about who can participate in curriculum development. Then we will look at some of the challenges, which you may face when you follow a participatory approach, and we offer some concrete suggestions on how you can overcome these challenges. We will look at what participatory curriculum development actually involves, and the main phases you should follow as you put it into practice.