A challenge for the agroforestry teacher and 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. developer is to equip the participants with effective and suitable teaching and learning strategies and approaches. This is particularly important for complex, community-based natural resources management, where ‘systems-thinking’ is the key. Many participants in agroforestry courses themselves will later take on a role as trainer for farmers and extension staff, or for new generations of students. The choice of learning and teaching strategies therefore serves the double aim a broad statement which gives a general direction or guidance to a teaching or training programme. of providing 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) and skills, and to equip participants with attitudes and approaches that will serve them in their working life.
The four main factors to consider when selecting methods for teaching and learning are:
Learning outcomes: List all the possible methods that could be used to allow achievement of the objectives or learning outcomes.
Content: Narrow down the list to ensure the content is adequately covered.
Learners: Consider their needs, capabilities, etc.
Resources: This will determine the final selection of methods to be used, since there is no point in choosing methods that cannot be implemented.