In this part, we have mentioned the importance of developing principles, theories and strategies to guide you in your use of a PCD approach. In Part II, we shall look in detail at how to put PCD into practice. To help you, here is a framework that shows the different steps involved in the participatory curriculum development process. It is based on the basic ‘training cycle’ which is often used for course design and on a version of Skilbeck (1984), which emphasized the importance of carefully analysing the situation where curriculum development takes place. This framework will help you because it does two main things. It contains a series of steps you can follow, and it shows that participatory curriculum development is a cycle, which keeps going. The broad arrows around the outside of the cycle show the direction in which it normally goes. Typically, you start by analysing the local situation, then move through the stages of planning, detailed course design, implementation and evaluation. The smaller arrows inside the cycle show that all the stages are related to each other. If one part changes, you may need to adapt the other stages as well. In the centre of the cycle is the important focus on stakeholder involvement, in all the different stages.
Now that you have read this part, you will be aware of the many advantages, as well as some of the challenges, of using a PCD approach. The key points from this part are summarized below in bullet form. You may find this helps to remind you of some important issues, and you could use this list of points if you are providing a PCD awareness-raising event for your colleagues or course participants.
However, what you have read has its real value when applied in reality. In Part II, this Toolkit presents some detailed descriptions of methods, tools and tips, which you will find helpful as you put PCD into practice. Further sources of information and guidance can also be found in Part III; these may be particularly useful as you begin working in your own specific context.