What do we mean by 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?
Curriculum development is central to the teaching and learning process, because it guides the way in which learning is facilitated.
It includes all the planning and guiding of learning by a training or teaching organization, inside or outside a classroom, in an institutional setting or in a village, a field or a forest.
Traditional approaches to curriculum development:
Often follow a content-oriented approach.
Are curriculum based on a list of content, usually 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).
Are made by a planner, an expert, and sometimes by the trainer.
Are usually theoretical, academic, discipline based.
Provide no guidance on how learning can be facilitated.
A different approach:
To increase the effectiveness of training, when designing a course, consider both the product or outcomes, as well as the process by which the outcomes are achieved.
Aim a broad statement which gives a general direction or guidance to a teaching or training programme. to make the entire curriculum development process as participatory as possible.
How can curriculum development be more participatory?
With a participatory approach to curriculum development (PCD Participatory Curriculum Development), the process is more dynamic, and involves all relevant stakeholders (such as students, trainees, teachers, officials, farmers and local people) in a meaningful way.
The curriculum reflects the goals of different stakeholders, and provides guidance on the experiences needed for achievement of these goals.
Why use a participatory approach?
It offers greater opportunities for discussion and reflection with different stakeholders - learning together and working more effectively.
It brings the possibility to form links and networks which allow information- sharing and increase relevance.
Groups and individuals who do not normally have a voice (e.g. women, poor people, or children) may become included in negotiations and dialogue; they will benefit more as a result of the training.
It allows the establishment of a dynamic course design process as new linkages and lines of communication are set up, resulting in greater satisfaction with training programmes.
Different stakeholders can gain greater responsibility for various stages of the curriculum development process; this increases the motivation and commitment of everyone who participates.
Training will be more effective, and the benefits (the learning which takes place, and the change in behaviour which results) will be more sustainable.
Participatory course design requires:
Collaborative decision-making mechanisms.
Participatory approach throughout the entire process.
Identification of needs and interests of key stakeholders.
Flexibility to find different solutions which meet different and emerging needs.
Establishing a common vision for curriculum development.
A continuing learning process, which is regularly monitored and evaluated.
Principles and challenges of a participatory approach to training and learning:
The curriculum development process does not have to be dominated by one group or individual. How do you establish joint-leadership (accepting that someone will need to make the final decisions)?
Everyone looks at the world differently. How can you respect these different views, and find out where your views coincide with the views of others?
All stakeholders in agroforestry training and learning, both insiders and outsiders, have something to contribute to the process. How can you help them make their contribution most easily and effectively?
Each person makes his/her own knowledge of education and agroforestry; there is no one knowledge. How can you respect the different types of knowledge and experience of others?
Participation is active, and involves different people practising, or learning by doing. As a result of participating, a persons knowledge will change. How will this change be understood and evaluated?
As well as learning agroforestry through their knowledge and practice, different stakeholders hold different values, attitudes and beliefs. How can you understand these, and take them into consideration when you share ideas with others?
Every context or local environment will be different; no two situations are identical. Most are complex, especially in relation to agroforestry systems. How can you accept, understand and build upon the characteristics of each situation?