添付資料 4 - jica報告書pdf版(jica report pdf)open_jicareport.jica.go.jp/pdf/11888427_03.pdf1...
TRANSCRIPT
添付資料 4
教材管理ガイドライン
Ministry of Education
Literacy Department
Teaching Materials Management
Guideline for Teaching Materials Management
Prepared & Organized By: JICA/LEAF Project
Guideline for Teaching Materials Management Working Group for Teaching Materials Management
JICA/LEAF Project
Table of Contents
1. Introduction ......................................................................................................... 1
2. Procedure of Materials Request and Distribution From LD to Area Office ................................................................................ 3 From Area Office to Course .......................................................................... 4 3. Guidelines of Forms
(1) Form 1 ..................................................................................................... 5 Instructions ............................................................................................. 6 (2) Form 2 ..................................................................................................... 8 Instructions ............................................................................................. 9 (3) Receipt Report ...................................................................................... 10 Instructions ............................................................................................ 11 (4) F.S.9 ...................................................................................................... 12 Instructions ........................................................................................... 13 (5) F.S.5 ...................................................................................................... 14 Instructions ........................................................................................... 15 (6) M.7 ........................................................................................................ 16 Instructions ........................................................................................... 17
4. Frequently Asked Questions (FAQs) ................................................................. 18
1
1. Introduction:
Japan International Cooperation Agency (JICA) and Ministry of Education (MoE) of Afghanistan started “The Project on Support for Expansion and Development of Literacy Education in Afghanistan” (hereinafter “LEAF”) in March 2006. LEAF Project is aimed at assisting literacy education in Afghanistan. The Project has two major pillars:
1) Strengthening capacity of the Literacy Department 2) Expansion of literacy classes for 10,000 learners in target areas Capacity development of the Literacy Department will be made through the following
functions: i) Literacy data management ii) Teaching materials management iii) Literacy class supervisor’s capacity development
Working Group:
In order to implement the activities for the improvement of teaching materials management, a Working Group (WG) was established. WG members are the important staff of Literacy Department and Area offices who are working along with JICA/LEAF Project. WG members held weekly meetings from the beginning of their activities in which they exchanged views and discussed issues related to distribution of teaching materials. During meetings, each of the members presented their views and after approval of all the members, those were implemented. The basic objective of this process is that the distribution of teaching materials takes place under its principle system and reaches the deserving people through proper channel. The members of working group several times elaborated and explained the distribution system, and discussed the shortcomings in the existing system and discussed for their solution. WG also conducted several workshops under the title of “Teaching Materials Management”.
Working Group members participated actively in the development and explanation of forms which were prepared for the distribution of teaching materials. The distribution of teaching materials was conducted by WG members in Areas of Kabul city and Kabul province in February - March 2006. After the distribution of teaching materials WG members carried out monitoring and observed that there was no request system in some areas of Kabul city and Kabul Province which created problems. For instance, when the Area Directors would distribute teaching materials to facilitators, the confidential agent would remain short of materials. If request system does not exist, the registration and calculation of materials would become very difficult i.e. how much, in the name of which facilitator and under which confidential agent. Therefore WG members developed and organized a form namely Form-1, i.e Facilitator’s Request & Teaching Materials Distribution. The Form-1 after its development eased the distribution system and record registry and calculation.
2
In addition, Working Group and JICA/LEAF Project addressed other problems faced in
the distribution system. For instance, Some of the Area/District Directors were not well aware about the distribution system
and the workshops conducted helped them understand thoroughly the distribution system. There was no standard and specific form for distribution of teaching materials. Through
the activities of WG and cooperation of JICA/LEAF Project, the Form-1, Form-2 and Receipt Report Form were developed and organized to facilitate and improve the distribution of teaching materials in the areas and Kabul Province. There was no transportation facility for the teaching materials and the JICA/LEAF
Project extended support to arrange transportation facility for the areas of Kabul City and Districts of Kabul Province. The student of literacy courses in city areas and Kabul Province were faced with shortage
of stationery materials while the JICA/LEAF Project distributed stationeries to the Districts of Kabul province and also plans to distribute the stationeries for city Areas. Objective of this Guideline:
Obvious from its name, the guideline was created to solve the problems that emerged in the past and to correct the mistakes. The guideline is aimed at showing objective path that would lead us to goal and light. This guideline is intended to give a comprehensive explanation of the forms of teaching materials management as well as other existing forms of the government which are relevant to teaching materials management.
3
2. Procedure of Materials Distribution: Process of Distribution from Literacy Department to Area Office:
1
Requesting Source ・ Area directors have the duty of requesting their required materials through relevant form (F.S.9) to Deputy Minister after obtaining confirmation signature from Field Operation Unit.
2 Deputy Minister ・ As the department’s high chief executive, he orders and refers the requests to the related units.
3 Administrative Assistant
・ Checks and signs after considering the implementation of supply and distribution procedures.
4 Service Unit ・ Checks the form and refers to the distribution unit.
5 Distribution Unit ・ Checks the form and refers to the materials account
unit.
6 Materials Account Unit
・ Provides the information on materials availability and prices
7 Distribution Unit ・ Arranges F.S.5 form according to the information provided by the Materials Account Unit
8 Service Unit ・ Signs for approval
9 Admin Assistant
・ Signs for approval
10 General Director ・ Signs for approval
11 Control Unit ・ Checks all forms and documents
・ Counts the quantity and price of materials and marks with red pen
12
Confidential Agent (Literacy Department)
・ Opens and stamp-locks the door of storeroom in presence of checking agents
・ Issues the materials to area’s confidential agent according to the FS5 form in presence of store agents
13 Checking Agent ・ Approves the materials distribution
14
Materials Account Unit ・ Receives the receipt report (M.7) from the requesting source that has received the materials
・ Submits the original copy of order after confirming with storeroom manager and records it in the account of area’s confidential agent
4
Process of Distribution from Area Office to Learners.
1 Facilitator ・ Facilitator receives Form-1 (Request form) from Area Director and requests for teaching materials.
2 Supervisor ・ Supervisor confirms existence of course and No. of learners and prints his/her signature.
3 Area Director ・ Area Director approves the requested materials in accordance to materials in the storeroom.
4 Admin Assistant
・ Asks the facilitator for student list and process it according to the order.
5 Confidential Agent ・ Submits the requested materials in presence of control agents.
6 Facilitator ・ Receives the materials based on the list.
・ Distributes the materials to the learners in presence of supervisor/professional member.
7 Learner
・ Print his/her fingerprint on a form while receiving the teaching materials.
8 Professional Member
& Supervisor
・ The Professional Members and Supervisor print his/her signature for the confirmation of distributed materials to the learners.
Form-1
Area: ……….Materials required for students Materials required for course
Land
Afg
han
Post
-Lite
racy
Not
eboo
k
Penc
il
Rub
ber
Shar
pner
Rul
er
File
B.B
oard
Dus
ter
Cha
lks
Car
pet
Name & signature of facilitator: ……………/…………… Name & signature of supervisor for confirmation of courses …….………./……………
Date: ………./………/……… Name & signature of District / Area Director ……………………/………………………
Course No: ………. Place of course: …………………..Language: ………….
Land
Afg
han
Post
-Lite
racy
Not
eboo
k
Penc
il
Rub
ber
Shar
pner
Rul
er
File
1
2
S. No.
Form for Facilitator's Rrequest and Teaching Material Distribution
Province: ………………………..
District: ...……………………...
City: ………………
Teaching MaterialsStudent's identification
Signature
No. of students: ………..Time of Course: ……….
F / NameName
Quantity approvedQuantity approved by Director
Materials for course
Quantity requestedQuantity requested by Facilitator
Students teaching materials
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
I certify that the course exists as above and the persons whose names and fingerprints are taken above have received the mentioned materials.
Total
Name of Facilitator: …...……………… Signature: ……………………………. Date: ..……/…………/………
Name of Supervisor: …..…..…………. Signature: …………………………….. Date: .……/…………/………
Name of Professional Member: ……………………… Signature: ……………………………. Date: .……/…………/……… 5
6
3. Guideline of Forms:
(1) Form-1: Facilitator’s Request and Teaching Material Distribution
Form-1 is used for the request and distribution of teaching materials, through which facilitator requests for teaching materials according to the needs of his/her course from Area Director and distributes them to students. Form-1 has to be submitted by the facilitator twice, first when he requests for materials, and second time, when he reports for distribution of materials to the Area Directorate.
Before the development of Form-1, facilitator would request for teaching materials in a white paper and there was not any standard format for this purpose, which had created some problems. For instance, the quantity of material would be mentioned in the informal paper while sometimes it was missing. In this case, the responsibilities of facilitator and confidential agent were also ambiguous.
The Form-1 has two sections. In the first section, the Area Director approves the request of facilitator based on the confirmation of supervisor related to existence of course, then the facilitator receives the teaching materials. In the second section facilitator distributes the teaching materials to learners in the presence of supervisor and professional members. It will have two copies, one will be with facilitator and the second copy will be handed over to the confidential agent for his record in the office. It can help prevent the teaching materials from being lost and wastage. Before Form-1 was developed, the teaching materials would be distributed without any receipt and at the end of the year, the confidential agent would be responsible as well as dispute/discrepancy would be found between area director and confidential agent.
Province, district, city & area: The name of province, district, area and city may be printed in accordance with the location of respective Literacy Directorate.
Quantity requested by facilitator: The facilitator should request teaching materials according to the number of students in the course.
Quantity approved by the Director (to be filled by Director): The area director will approve the number of requested materials in the third row of first table.
Name and signature of facilitator: The facilitator’s name and signature is mandatory in the form for receipt of teaching materials. The signature of facilitator shows that he/she will be responsible for the preservation of teaching materials.
Date: Date of the request to be printed.
Name & signature of supervisor for confirmation of courses: Supervisor to print his/her name and signature after the confirmation of the existence of course.
7
Name and signature of Area Director: The area director writes his/her name and signature in order to approve the distribution of teaching materials based on the confirmation of supervisor signature.
Course No: The course No. will be given by the Area Directorate to the facilitator for the identification of course. If a facilitator has two courses, s/he should mention the number of each course separately.
Time of course: The course timing to be mentioned according to the schedule which is assigned by the Area Directorate.
Place of course: The facilitator to mention the location of course.
Number of students: The facilitator to writes the No. of students in the course.
Language: The language of textbook to be printed.
Student’s Identification: When a student is enrolled in course, his/her name and father’s name is inserted.
Teaching materials: The quantity of distributed materials should be inserted and the remaining rows should be crossed.
Fingerprint: After receiving the materials, the student’s finger print should be taken on the form.
Total: At the end of each column the total number of received materials should be inserted.
Name of facilitator/signature/date: After the distribution of teaching materials to students, facilitator will write his name, date and print his signature.
Name of supervisor/signature/date: The concerned supervisor is responsible for the proper distribution of teaching materials to students and writes his/her name, date and signature.
Name of professional member/signature/date: After the distribution of teaching materials by facilitator and confirmation of supervisor, professional member will write his/her name, date and signature.
Form-2
Receipt Page No: ……………………… Province: ……………………Date: ………………………….. District/Area: ……………….
Lang
uage
Qua
ntity
Lang
uage
Qua
ntity
Bla
ckbo
ard
Dus
ter
Cha
lks
Not
eboo
k
Penc
il
Rub
ber
Shar
pner
Rul
er
File
1
2
3
4
5
6
7
8
9
Teaching Materials
Cou
rse
No. Course
Materials
S. N
o.
Facilitator's Identification
Students Teaching Materials Distribution form to Facilitator
SignatureName Father's Name
Post-Literacy Students MaterialsLand
Afghan
8
10
11
12
13
14
15
16
17
18
19
20
I certify that the persons whose names and signatures are taken in above chart, have received the mentioned materials.
Name of Area / District Director: …………………………….. Signature: …….………….
Total
8
9
(2) Form 2: Students Teaching Materials Distribution Form to Facilitator
Form-2 is named as Students Teaching Materials Distribution Form to Facilitator for distribution of materials to the facilitator according to the need of students and course. The form has facilitated in knowing which Facilitator receives how many and what kind of materials for his/her course. The objective of Form-2 is proper distribution of the teaching materials and prevention of teaching materials’ wasting. Besides, it eases the distribution process.
Receipts page: The No. of Logbook should be printed which is in documentation office.
Date: The day in which the Receipt page is given is written here.
Province/ district/Area: The name of province and district/area should be written where the relevant office is located.
Facilitator’s Identification: The name/father’s name of the concerned facilitator should be written.
Course No.: The course No. (which is in Form-1) of the facilitator should be mentioned.
Teaching materials: The received materials should be inserted based on the request.
Signature: The facilitator should sign after receiving the teaching materials.
Total: The total No. of distributed materials should be written.
Name of Area/District Director, signature & date: After the scrutiny of form, the Area/District Director writes his/her name, signature and date.
JICA / LEAF ProjectReceipt Report
Report No. (Form F.7) Organization:
Reference No. (Form F.S.5) Received from:
Date: Delivery place:
* Please fill out applicable columns below, and submit to LEAF Project Team with your signature.
S.No Item Quantity Unit price Total price Purpose of use Remarks Page No. Check byLEAF / WG
1
2
33
4
10 5
6
7
8
9
10
Name Signature Date
I hereby certify that I have received the above-mentioned materials. I have counted, weighed or measured them, and the mentioned services are satisfactory, except forthe items mentioned in remarks column
11
(3) Receipt Report
The Receipt Report Form is developed by the working group with the cooperation of JICA/LEAF Project. It is a table in which the transferred materials on time of reaching to its related (destination) place are filled and the number of received materials is inserted. The importance of this Form is to assure the relevant place (Distributor Place) that the materials have reached and received accordingly.
The objective of filling receipt report form is to prevent the teaching materials from wasting and compelling the responsible person to take care more about his responsibility.
Report No: The Receipt Report No. is the number issued from dispatch book (It is a governmental book when any official letter issues or comes from in/outside office, the reference No., date, etc will be registered in dispatch book.)
Reference No: When materials delivered to the relevant office, the reference No. of F.S.5 is inserted.
Date: When Form M-7 is arranged, the concerned date is inserted.
Organization: The name of the organization which receives teaching material is written.
Received from: The name of the organization which provides the materials should be written.
Delivery place: The place (Literacy Department) where the material is taken should be written.
Item: Write the name and description of materials received through F.S.5 Form.
Quantity: Please write the quantity of materials in number.
Unit price: Please write the unit price of purchased materials.
Total price: Please write the total price by multiplying quantity into unit price.
Purpose of use: Please mention whether these materials are used by learners or office purposes.
Remarks: Please mention in case of difference in price, quality and or condition of material.
Page No: The material accounts book page No. should be written.
Check by LEAF/WG: The LEAF team/WG members are responsible to checking the teaching material table.
Name of CA, signature & date: The confidential agent writes his/here name, signature and date in which the teaching materials are received.
12
Islamic Republic of Afghanistan Storehouse Requisition
Repair Offer Form F.S.9 1. No: __________ 3. Requester Office: __________ 2. Date: _________ 4. Agency: __________________ Please prepare the following service items.
No. of Items
Storage No.
Description of Service Materials
Amount Unit Dealt to Account
5 6 7 8 9 10
11. The items which are circled are not available 12. Distribution ticket No: ______ In stock their purchasing should be requested. Signature: ______________ Date: ___________ Date: ______________ Stock Manager 13. Signature of authorized person: __________________ 14. Stock Manager: ______________________________ Explanation: Will be arranged in one original and two copies.
A. The original is kept in stock house. B. First copy will be sent for purchase to service unit or stock management unit. C. Second copy will be submitted to the bank requester.
13
(4) F.S.9 Form
It is government standard form which is also called request form. It is used for referencing the required materials of a department. When a department wants to reference its required materials from its relevant office, he needs to insert his required materials in F.S.9 form and submit it to its relevant directorate or department.
No: The Receipt No. is to be printed in the form. The Receipt No. is given by the requested office from its dispatch Book. (In/Out Book)
Date: The date of issuance of receipt No. is to be printed.
Requester office: Name of the requesting department/section to be mentioned.
Agency: Name of the organization/office to be printed.
No. of Items: The serial number of required materials should be mentioned. For instance: 1. Pencil 2. Notebook 3. Rubber 4. Post-literacy Textbook etc.
Storage No: Page number of material account book to be printed.
Description of Service Materials: The name and particulars of required materials should be printed.
Amount: Weight or number of materials to be printed.
Unit: Unit of the materials should be mentioned. For instance: textbook, no., dozen etc.
Dealt to account: After administrative procedure, delivered materials are to be registered in the account of requesting department/confidential agent. This portion is filled by the Material Unit of Literacy Department. They register all distributed materials in the account of requesting department in their Materials Account Book.
Signature of Stock Manager and Date: Date and signature of requester who receives the material to be printed.
Distribution ticket No and Date: The ticket No. and date of F.S.5 form to be printed.
Signature of Authorized person: Signature of Deputy Minister or Director General or Head of organization to be printed.
Stock Manager: Signature of Director of Material Unit and delivery date to be printed.
14
Stock Distribution Tickets Form F.S.5
14. Store Manager: ____________________ 15. Receive Signature: ______________ 16. Insertion: All the items have been registered in the storage cards.______________ Signature: ___________________ Date: ___________ Registration Clerk The Form distribution should be arranged in one original and two copies.
A. Original should be submitted to requester. B. First copy should be submitted to requester. C. Second copy should be sent to Materials Account Office.
1. Ticket No: 4. Request No:
2. Date: 5. Date:
3. Stock Distributor: 6. Requester Officer:
7. Amount 8. Storage Note.
9. Items Description 10. Unit Price
11. Total Price
12. Dealt to Account
13. Total
15
(5) F.S.5 Form
It is a government standard form which is used for the delivery of required materials from a department. When a department requests for materials through F.S.9 Form, the directorate or department responsible for distribution of materials, incorporate the referenced materials in F.S.5 form and the requesting department receives the required materials after going through proper procedures.
Ticket No: The No. dispatch book should be printed, which is issued by the Service Unit.
Date: The date of issuance of dispatch book (It is a governmental book when any official letter issues or comes from in/outside office, the reference No., date, etc will be registered in dispatch book) to be printed.
Stock distributor: The name of distributor department is to be printed.
Request No: The No. on F.S.9 Form is to be printed in the F.S.5 Form.
Date: The date of F.S.9 form should be written in the F.S.5 Form.
Requestor Office: The name of requesting department should be printed.
Amount: The amount or number is to be mentioned.
Storage Note: The page No. of the Material Account Book should be written.
Items Description: The quality and kind of material are to be mentioned in detail.
Unit Price: The unit price of materials should be written.
Total Price: Please write the total price by multiplying amount into unit price.
Dealt to account: After administrative procedure, delivered materials are to be registered in the account of requesting department/confidential agent. This portion is filled by the Material Unit of LD. They register all distributed materials in the account of requesting department in their Materials account Book.
Total: Total amount is to be printed.
Store Manager: Store Manager should print his/her signature.
Receiver Signature: The person who receives the materials should print his/her signature.
Insertion: The Material Clerk of Materials Unit deducted the materials from account of Literacy Department’s Storekeeper and registered it in the account of requesting confidential agent.
Signature and Date: Material Clerk of Material Unit will print his/her signature and date.
16
Receipts Report Form M.7 Islamic Republic of Afghanistan 1. Report No: 4. Organization: 2. Date: 5. Delivery Venue: 3. Request Document No: 6. Received From:
7. 8 9 10 11 12 Quantity Unit Description Unit Amount Remarks
13. Total Cost
Confirmation of the Receiver. I confirm that I received the above mention equipments I have weight, counted and measured
all the materials are proper and satisfactory except the mention parts in remarks column. 14. Place of Signature: 15. Identity:
Complete Delivery:
1 2 3 4 5 6 7 8 9 10 Record in the Request Document:
16. Signature:
17
(6) M-7 Form
The report receipt form, obvious from its name, is an assurance document that is referenced from material receipt to the concerned office and gives confirmation for the handover of the material.
Report No: The dispatch No. should be printed which is issued by the Service Unit.
Date: The date of the day form is developed should be printed.
Request document No: From the where materials are issued (F.S.5) should be mentioned.
Organization: The venue where Form M-7 was developed should be mentioned.
Delivery venue: The office which has received the material.
Received from: Received from Literacy Department.
Quantity: Print the quantity of overall number of received materials in the form.
Unit: Unit of the materials should be mentioned. For instance: textbook, no. dozen etc.
Description: The material should be described according to the size and kind.
Unit Price: Print the unit price of material which is described in the description.
Amount: The cost (the unit price multiplied by the quantity) should be printed.
Remarks: In case any changes or rewrite is observed, their complete detail should be printed in the remarks.
Total cost: The total cost of all items should be calculated and printed in the end of form.
Place of signature: Confidential agent’s signature should be printed.
Identity: Complete identity of confidential agent should be mentioned.
Complete delivery: Print complete delivery of desired item, in accordance with the content of the contract and is delivered once. For instance, the Literacy Department has ordered ABC Company to print 166,000 post-literacy textbooks, and the Company delivers 50,000 textbooks in first phase, then LD will fill this portion accordingly.
Record in the Request Document & Signature: It is performance of reversed Form of M-10 in which each time the performed amount of money and signature of the responsible person should be inserted.
18
Frequently Asked Questions (FAQs)
Q: How long is the depreciation period of textbooks? A: The depreciation period of textbooks is 3 years. Q: What should we do if the course is cancelled in the middle of year? A: Teaching materials should be collected back from students and returned to Area Office.
Form The entry in Form 2 should be crossed when the materials are returned. Q: If two students share a textbook, how can I register it? A: The quantity should be mentioned under one of the students. The student, who received the textbook, his name and fingerprint should be
registered in the Form. Q: I have requested for 25 textbooks but received only 10 textbooks. How should I
register them? A: Enter the quantity of materials for those students who actually received the books and
take their fingerprints for confirmation. The number of fingerprints should not be more than 10 in this case. Those students who have given their fingerprints should be made responsible for the materials.
Q: I don't have a course number for my course. A: You should contact with your Area Director, he will allot you a number for your course.
Area Director should prepare a list of all established courses, providing all information such as facilitator name, course time and location, etc. Each course will be identifiable by a course number.
Q: Some of the Area Directorate do not have material account book, how they can
get material account book? A: Material account book exists in Literacy Department’s storeroom. They should request
LD to provide them with material account book. Q: What does F.S. and M stand for? A: F.S stands for Fahrist (List) and M stands for Mahasiba (Calculation).
Q: There is no supervisor/professional member in my area. Who should be the
witness of distribution? A: The teaching materials should be distributed to the learners in the presence of Regional
Representative or Elders of the region.
19
Q: If there is no storeroom in Area Directorate, where the teaching materials should be kept?
A: The teaching materials should be kept in an appropriate place in the Area Directorate. If a lockable cupboard or container is not available, you may separate an office room by curtains or board to make a space to store the materials.
Q: In the collection process, if we received less number of books than the distributed
books, what should we do? A: The facilitator should collect back the distributed textbooks and if she/he finds missing
numbers, she/he should inform the Area Director so that he further report to the Higher Authorities in Literacy Department.
Q: If the confidential agent (Storekeeper) faces shortage of teaching materials at the
end of the year, what should he do? A: The confidential agent should receive the confirmation of three delegations, namely
“Area Director, Professional Member, and Supervisor” and inform the area director so that s/he could report to competent authorities in Literacy Department.
Q: Some of the areas do not have permanent Directorate? A: The respective Literacy Department should consult with Higher Authorities in Ministry
of Education (MoE) in order to provide permanent office in any school.
Q: Given poor economic conditions, some students work in day time and want the course after official timings (4:00pm)
A: The Area Director should motivate the volunteer facilitators to establish a course after official time.
添付資料 5
スーパーバイザー研修マニュアル
How to conduct
Supervisor Training
Trainer’s Training Manual
July 2008
Table of Contents How to Use this Manual Part 1 Before Training .......................................................................................... 1
Module 1 Objectives of Supervisors Training.....................................................................................1
Module 2 Planning and Preparation for Training (to do before training)............................................2
1. Training Needs Assessment .....................................................................................................2
2. Conceptualizing and Designing the Training Programme .......................................................5
3. Other Administrative Aspects ................................................................................................10
Part 2 Conducting Training................................................................................. 14
Module 3 Things to Do during Training ...........................................................................................14
1. Management ...........................................................................................................................14
2. Actual Training Activities ......................................................................................................15
Module 4 Training Techniques and Materials...................................................................................19
1. Icebreaking and Energizer Techniques ..................................................................................19
2. Discussion Techniques ...........................................................................................................24
3. Presentation and Demonstration Techniques .........................................................................31
4. Practice and Exercises ............................................................................................................32
Module 5 Training for ‘Literacy and its Role in Society’ (Supervisor’s Manual Chapter 1) ............36
Module 6 Training for ‘Supervisor’s Responsibilities’ (Supervisor’s Manual Chapter 2) ................40
Module 7 Training for ‘Teaching Methods’ (Supervisor’s Manual Chapter 5) .................................48
Module 8 Assessment of Training.....................................................................................................57
Part 3 After Training ........................................................................................... 60
Module 9 Follow-up Activities .........................................................................................................60
1. Debriefing the Trainer or Training Team...............................................................................60
2. Publication and Dissemination of the Training Report to All Concerned..............................60
3. Financial Report .....................................................................................................................60
4. “Thank you” Letters ...............................................................................................................61
5. Follow-up Activities...............................................................................................................61
* This Trainer’s Training Manual was developed based on ‘Training Guide and Training Techniques’
published by UNESCO Asia and Pacific Regional Bureau for Education in 2004.
How to Use this Manual Dear Readers
Thank you for taking an interest in this Trainer’s Training Manual. This Trainer’s Training Manual is for the trainers conducting Supervisors Training. The main objective of this Manual is to improve the capacities of trainers to implement practical and participatory training program. This will help them to plan, design, develop and implement an effective training that is responsive to the problems and needs of supervisors. This Manual explains the essential activities needed before training, in conducting training and after training. By following the contents of this Manual, the readers can practice all necessary activities indispensable for training. The check lists at the end of Module 2, 3 and 9 will help the trainers to recognize if the all activities have done during preparation. In this regards, this Manual can be useful for implementation of any training. Supervisors Training should be done in learner-centered-approach. Trainers are expected to provide many chances for learners to show and exchange their ideas. Learners’ autonomous activities in training lead themselves to deeper understanding and to immediate behavior change. Module 4 exhibits several training techniques which enable the trainers to promote learners’ active participation. Module 5, 6 and 7 show the Supervisors Training Programs corresponding to Chapter 1, 2 and 7 of Supervisor’s Manual. You can refer to these training programs as the models when you plan Supervisors Training. However, you are advised to modify them appropriately to the context in which the training takes a place. Supervisor’s Manual was also developed under the JICA LEAF Project, and it aims to promote the capacities of supervisors to improve the literacy class management. It addresses an essential theme for supervisors to carry out the responsibilities properly. It is also essential for the trainers to read and understand Supervisor’s Manual in order to design the Supervisors Training based on it. We hope that this Trainer’s Training Manual and Supervisor’s Manual will help you to conduct effective Supervisors Training. Sincerely yours, Working Group Members JICA LEAF Project Team
1
Part 1: Before Training
Module 1: Objectives of Supervisors Training
Supervisors in literacy education play a critical role. They are considered as the light for facilitators and the bridge between literacy offices and communities. However, the duties of supervisors used to be somehow ambiguous and disordered, and they performed their responsibilities without a proper plan. In order to promote the effective work of supervisors, Literacy Department started conducting Supervisors Training and developed Supervisors Manual which practically explains the responsibilities of supervisors and how to work properly under the JICA LEAF Project.
Supervisors Training is different from other trainings. It adopts learner-centered approach which encourages participants to find the solution through exchange their ideas and experiences. Active participation to the workshop deepens understanding of participants and motivates them to bring changes to their work. Thus, the trainers need to be capable to facilitate participants’ active participation and create the communicative learning environment. This Training Manual will help the trainers to implement effective Supervisors Training.
Literacy Department has implemented Supervisors Training in the capital of the country, Balkh, and Bamiyan. All the training programs were well appreciated by the participants such as directors, supervisors and other professional members. In these areas, we have observed that supervisors started using Supervisors Manual effectively when instructing facilitators. They also became developing the working plans and conducting the survey according to the plan. We expect that the same positive changes will be seen in other provinces.
Literacy Department recognized the necessity of holding workshops for our trainers and supervisors. As the majority of the provinces have not received such trainings yet, holding such workshops will enable the supervisors to pay more attention to their responsibilities. At the same time, Literacy Department expects that the Provincial Literacy Departments and Area/District Literacy Offices promotes the occasion of self-learning based on both Supervisors Manual and Trainers Training Manual. Such self-reliant efforts will greatly contribute to improvement of literacy education in Afghanistan.
2
Module 2: Planning and Preparation for Training (to do before training)
In conducting training, there are things that we need to do beforehand. This preparation ensures that we are addressing the real needs of the target participants (supervisors, in our case). It will also facilitate the smooth and systematic operation of the training programme, thus enabling us to attain the training objectives. It is therefore important that we do the following before we start up the actual training activities.
1. Training Needs Assessment
Training needs assessment is one of the first steps in the training cycle. It serves as the basis for planning and designing a capacity-building programme. It identifies the current training needs of supervisors, as well as the problems they face and the root causes of these problems. We should prioritize these needs according to urgency and importance. The results of the Training Needs Assessment can be the basis for identifying the skills and competencies needed by participants in order to perform their jobs effectively and efficiently. We can do training needs assessment by using the following strategies:
A) Administer a Training Needs Assessment questionnaire: This instrument should be able to capture the skills and competencies that need to be developed or improved by the prospective participants.
B) Interview prospective participants: A one-on-one interview is also useful for identifying the needs or deficiencies of the participants. This is also an effective way of identifying the gaps between the current and the desired competencies of individuals in performing the roles and functions specified by their job descriptions.
C) Observe prospective participants: Observing the individuals doing their jobs (if they are currently working) is also a very good way of determining what they may need from a training programme.
D) Conduct participatory needs assessment workshop: Participatory needs assessment workshop is a way to identify crucial problems and solutions to the problems. It is simple and allows people concerned to participate all together. Please see below to know how to conduct this workshop.
1. Training Needs Assessment
2. Planning
3. Preparation4. Training
5. Evaluation
3
How to Conduct Participatory Needs Assessment Workshop There are mainly two stages involved in conducting participatory needs assessment workshop.
Stage 1 Making a data map of problems.
Stage 2 Making a data map of solutions to the priority problems.
Throughout the process, the members are advised not to refer to any written material as reference.
Let’s see below for the steps and procedure of participatory workshop.
STAGE 1
1. Group Formation All the personnel involved in the survey (e.g. learners, facilitators, and interested persons from the
community) form groups of about 7 to 10 persons each.
2. Sharing of Observation Each group conducts a field survey in such ways as interview, discussion, observation. If all
participants are already well-aware of the actual situation through their work, the filed survey can be
omitted. Afterwards, group members present the identified problems, one by one, for about 20
minutes. All the members should express their observations; therefore each person should limit
his/her speech to within 3 minutes or so.
Supplies needed for participatory workshop - large sheets of paper
- small paper slips—at least 10 pieces per person (preferably 3 colors*)
- scotch tape or glue
- pens/markers (preferably 3 colours)
- pencils or ball-point pens for each person
* White paper is for facilitators and people not living in the village to write observed
problems; coloured is for villagers or learners to mention felt problems
3. Writing on Slips Each member in the group then writes down most crucial problems and needs of the target learners
on 10 or more small slips of paper. For those who cannot write, facilitators can help them. Only
one item should be written per one slip, and about 20 minutes are given for writing. Each item
should be written in the following manner:
(1) in simple language and in short sentences
(2) clear and practical content
(3) only exact fact and real problem
(4) not personal opinion or idea
(5) very specific, not a summary
(6) easily understood by everyone
4
Bad example: Good example: Capacity of supervisors is limited.
Supervisors do not know how to organize group-work.
Monitoring is not conducted. Supervisors cannot monitor two
classes a day because distance between classes is big.
4. Reading and Classifying After writing, each person takes turns to read out what he/she has
written. Other members listen to the contents of the slips so that
they can be classified according to similarity of content. Then, the
members classify all the slips into several categories and paste
them on separate sheets of paper.
5. Making of cluster and completion of problem map Each category should be circled to make ‘small islands’ to make a summarized sentence for each
category integrating all the slips. Also, the number of slips in each category should be indicated as
a reference for prioritization. Group the ‘small islands’ into several ‘big islands’ under similar
problems.
Bigl Island
Problem Map
Small Island
Literacy Class Visit
Distancexxxx
Distance
Transportation
xxxx
xxxxxxxx
xxxx
xxxx
Security
Most Crucial Problems of Supervisors
Literacy Class Visit Instruction about Teaching Monitoring
xxxx xxxx
xxxx
xxxx
xxxx
xxxx xxxx xxxx
xxxx xxxx
6. Prioritization of Problems Number of slips in each cluster is one of the criteria for prioritization.
Members should discuss and select a few most crucial problems.
STAGE 2
7. Making of Solution Map After the first data map on problems and needs is completed, the group then follows the same
procedure to make the second map on solutions to the top priority problems.
5
Example of problems: Example of solutions: Supervisors cannot make good relationship with community people.
Supervisors meet Imam/Mullah and get support for literacy class in community.
Supervisors cannot monitor two classes a day because distance between classes is large.
Area director should allocate literacy classes nearby for monitoring.
8. Selection of Theme A few crucial problems could be themes of materials to be developed. Slips on the Problem and
Solution Maps are useful sources of contents of materials.
JICA LEAF Project team conducted situation analysis study from May to July 2006. During this period, the Team visited all eighteen areas in Kabul city and eleven districts in Kabul districts and interviewed directors and supervisors. The Team also observed supervisor’s work when visited literacy class. In this case, strategy B) and C) shown above were applied. The results present the training needs of supervisors and these were shared with the Literacy Department. The Working Group members also conducted supervisor’s problem analysis with the facilitation of the Team. This indicates strategy D) was adopted.
2. Conceptualizing and Designing the Training Programme
Using the results of the training needs analysis, we should be able to carefully design a training programme in consultation with resource persons. The programme should have realistic objectives and outcomes responding to supervisor’s needs that we have identified. The training design should include the following:
A) Overall and specific objectives B) The title of the training programme C) Topical areas or content D) Activities/strategies/processes E) Selection of resource persons F) Target participants G) Duration and venue of training H) Resources needed (human, financial, materials and equipment, facilities) I) Expected outcomes
A) Objectives of the training
The overall objectives of the training should state what we expect the training programme to achieve in terms of the final outcomes. These overall objectives can be broken down into more specific ones. The latter provide a sense of direction for the attainment of the expected outcomes. The specific objectives should be stated clearly and according to order of priority. They should
6
also be stated in the form of learning objectives that match the expected competencies to be acquired by participants. These objectives must be specific, measurable, achievable, results-oriented and time-bound.
B) The title of the training programme
The title of the training programme should be catchy and easy to translate and to remember. It should be clear, simple and short, but at the same time cover all the essential parts of the training programme.
C) Topical areas or content
The content or the topical areas to be included in the training programme should be based on the results of the training needs assessment. These topics should reflect the knowledge, attitudes, values and skills needed for a person to function effectively and efficiently in his/her job or in areas where these competencies will be used. The content areas should be able to bridge the gap
between what is and what ought to be.
D) Activities/strategies/processes
The activities and training strategies specified in the training design should be flexible and easily adaptable to suit the various learning styles of the participants. Some effective training strategies include brainstorming, group discussion, and role-play (these training techniques will be described in another section of this training manual).
E) Selection of resource persons
The selection of resource persons should be based on criteria developed specifically for the training programme. These criteria should specify area of expertise, degree of experience, availability, interpersonal skills, state of health, and willingness to conform to the terms and conditions stipulated in the resource person’s contract. Please remember that you are the resource persons in the LEAF Project.
F) Selection of target participants
In most cases, the participants in training programmes have already been selected because they were the subjects of needs assessment. As you already know, supervisors are the subjects in our training. In general, several conditions such as prior knowledge, experience, age, gender, state of health and willingness to participate are considered for selection of participants. Selection of trainees should be done collaboratively with the organizations that will use the services of the trainees.
G) Duration of the training programme
In deciding the duration of the training programme, we need to consider the following: 1) objectives of the training 2) nature and number of topics to be covered
7
3) number of participants 4) time required for presentations, group work and field visits 5) travel time and weather conditions 6) cultural and religious factors 7) time required for discussions, interaction, reflection and relaxation
H) Selection of venue
The place for training is crucial for the achievement of the training objectives. The site should be accessible to all participants and should be large enough and comfortable enough for participatory learning to occur. In selecting a venue, we must make sure that the following conditions are met:
The price charged is reasonable. The site is accessible to everyone. There are adequate chairs and tables, which can be arranged in a suitable manner. Equipment and facilities (multimedia projector, overhead projector, flip charts,
microphones, telephones and other technology) are sufficient and functioning. There are enough spacious, clean and well-ventilated rooms for both the plenary sessions
and for small group work. There are clean toilets and washrooms.
I) Resources needed
In conducting a training programme, we must make sure that we have the right kinds of resources:
human resources, financial resources, materials/equipment and facilities. Before beginning training, we have to ask ourselves the following questions:
Do I have the right people? Do I have adequate funding? Do I have the appropriate facilities and equipment?
If the answer to all these questions is “yes,” and if resources have been specified in the training design, then we can undertake the training as planned.
J) Expected outcomes
Before any training programme begins, we have to clearly define the expected outcomes of the training. In general, expected outcomes are stated in terms of the attainment of learning objectives indicating the acquisition of the necessary knowledge, skills, attitudes and values imparted by the training programme. In addition, we also have to decide beforehand on the mechanisms for measuring these outcomes, which are part of the evaluation of training.
8
Please design our training programme! 1. Overall objective 2. Specific objectives 3. The title of the training programme 4. Topical areas or content 5. Activities/strategies/processes
9
6. Selection of resource persons 7. Target participants 8. Duration and venue of training 9. Resources needed (human, financial, materials and equipment, facilities) 10. Expected outcomes
10
3. Other Administrative Aspects
A) Sending invitations
Invitations to the participants and resource persons should be sent at least one month in advance. This gives them time to prepare and make the necessary arrangements. The invitation should contain important information such as the title of the training programme, objectives, dates, venue (with a site map or directions), and what participants can expect. If possible, the tentative programme of activities should be provided to the participants in advance. The invitation should also indicate who bears the costs of transportation, food, lodging and other incidental expenses. The invitation should also request confirmation by the participants and resource persons. Thus if a resource person cannot come, we can look for a replacement or take some alternative action.
B) Training materials
Printed materials for the training programme should be reproduced ahead of time. We will prepare the Supervisor’s manual and this Trainer’s Training Manual.
C) Planning financial and physical resources and materials
We need to estimate the amount of money needed to cover the expenses related to the operation of the training programme. Since JICA will cover the expenses this time, it is not necessary for you to estimate; however, in order to sustain Supervisor’s Training in the future, you need to be aware of the amount of expenses and plan the training well in advance to secure the budget. The budget is usually broken down into different items to ensure that we take all possible expenditures into account:
• Cost of supplies and materials including reproduction • Travel expenses • Board and lodging (venue and food) • Communication costs (letter, telephone, etc) • Fees/honoraria for trainers, resource persons (if necessary) • Translation /interpreting fees (if necessary) • Contingencies
D) Planning for cultural diversity
As all of you already know, in planning the training programme we should take into consideration the cultural, religious and gender characteristics of the prospective participants. These factors may have a bearing on the success of the programme (for example, gender of trainers). We also have an appropriate balance between men and women of participants and trainers in providing training. This process can promote gender equality.
11
Checklist (activities before beginning the actual training)
Please place a check mark (�) in the column that corresponds to your answer. If your answer is “No,” write your reasons in the column headed “Remarks.”
Activity Name Yes No Remarks Training Needs Assessment • Have you determined your target group?
• Were you able to identify their immediate needs? • Have you collected data by interviews during informal meetings, questionnaires and/or actual observation?
1
• Have you prioritized needs according to urgency and importance?
Conceptualizing and Designing the Training • Have you used the results of the Training Needs Assessment in designing the training programme?
Objectives • Were the objectives formulated to be simple and clear?
• Were the specific objectives stated or written as learning objectives in such a way to describe the competencies of the participants that need to be developed/improved?
Title of the training programme • Did you come up with a title that is clear, simple and short but covers all the essential parts of the training programme?
Activities/strategies • In selecting the activities and strategies to be used during the training, have you considered the types of participants and the kinds of learning styles they may have?
Content/topical areas • Does the content of the training programme cover all of the competencies required by participants?
Selection of resource persons and trainees • Have you decided who will be the trainees? How about the resource persons?
• Did you use criteria for selecting the resource persons and trainees?
2
Duration of the training programme • Have you considered the following in deciding the time frame for the training programme: objectives, nature and number of topical areas, number of participants, and the strategies to be used?
12
Logistics • Did you select a venue that is accessible and conducive to participatory learning?
• Have you arranged for the training venue? • Is the training venue convenient and easy to reach? • Can the venue provide necessary equipment for training? (OHP, moveable board, etc.)
• Have you assigned someone to set up the meeting room?
• Have you arranged logistics and necessary supplies? • Have you arranged for the opening ceremony? • Have you invited anyone to formally open the training session? Who?
Resources needed • Did you make sure that all the resources (human, financial, materials/equipment, facilities) needed for training are available and adequate?
Expected outcomes • Are the expected outcomes stated clearly and specifically?
• Are the expected outcomes realistic, achievable and measurable?
• Are there mechanisms for measuring the outcomes? • Do the expected outcomes match the required capabilities of the participants?
Other Administrative Aspects • Did you send invitations to the prospective participants and resource persons at least one month in advance?
• Have you facilitated the reproduction of training materials ahead of time (including handouts of resource persons)?
• Have you coordinated with the agencies and made the necessary arrangements regarding field trips?
• Have you estimated the required budget for the training to cover all expected expenditures?
3
• Did you consider the unique characteristics of the participants (culture, gender) during the planning stage of the training programme?
13
Things to Remember Training Needs Assessment is a very important component of a training programme. The
results serve as the basis for determining the knowledge, attitudes, values and skills that the prospective participants should acquire during the training programme.
The objectives of a training programme should be specific, measurable, achievable, results-oriented and time-bound.
The availability of resources such as manpower, funding, equipment and materials is critical for attaining the objectives of a training programme.
14
Part 2: Conducting Training
Module 3: Things to Do during Training
1. Management
In conducting a training programme, there should always be proper and systematic management to ensure the attainment of its objectives.
A) Registration
It is important to keep a record of the persons who participated in the training. It helps us to identify who attended the training, where they are from, and how they can be contacted. If participants receive certificates after completing training, the registration form can be used for putting the correct participant names on the certificates. The record is also useful for contacting people in regard to follow-up activities in the future.
3-Aug 5-Aug 6-Aug
1Mr. Mohammad Aminمحترم محمد امين Director of Supervision unit
2Ms. Shahalah Paaryanمحترمه شهال پريان
Director of Area Literacy Office,Area 1, Kabul City
3Mr. Amanullah Ghaznaweeمحترم امان اهللا غزنوی Master Trainer of Area 2
4Mr.Zabihullahمحترم ذبيح اهللا خان Master Trainer of Area 4
5Mr.Ab. Latif Qanaatمحترم عبدالطيف قناعت
Deputy Director of Kabul Provincial Literacy Department
6Mr.M.Rahimمحترم محمد رحيم
Director of District Literacy Office,district, Kabul Province
7Mr.Baryalay Paktaمحترم بريالی پکتا
Professional member of Translation and compilation Unit
8Mr.Noor Mohammad Faiziمحترم نور محمد فيضی
Professional member of Translation and compilation unit
REGISTRATION SHEETKICK OFF Workshop for JICA LEAF PROJECT Component 3, Capacity Development of Supervisors of Literacy Classes DATE: 3 Thu, 5 Sat, 6 Sun 2006 TIME: 9:00 ~ 11:00 Venue: Literacy Department
No. NAME Position&Organization Signature
B) Logistics
Necessary information about the training programme site and environments, including available services, food and travel arrangements, should be provided for the convenience of trainers and trainees. Training materials, resource handouts and stationary (e.g. folders, notebooks and pencils) should also be prepared and distributed to participants at registration.
C) Documentation
To keep record of the highlights of the training, we should assign rapporteurs to document the training proceedings, particularly the points raised by trainers and participants. These notes can later be printed and distributed to the participants. If possible, a draft of the entire training process should be distributed to the participants at the end of the training programme.
15
D) Certificates of participation
To make the training participants feel that they have accomplished something of significance, we should prepare a certificate for each participant that authenticates his/her achievement. If possible, the participants should receive their certificates directly from the hands of a high-ranking official or representative.
2. Actual Training Activities
A) Opening session
The opening session marks the official beginning of the training programme. For our training, we have opening remarks from a high-ranking official of Literacy Department.
B) Orientation and objectives of the training
This introductory session is meant to provide supervisors with a clear understanding of the training objectives, the training procedures and approaches. The information provided will let supervisors know what to expect from training and what kinds of activities they will be involved in.
C) Introducing participants
A trainer sometimes finds that knowing something about each trainee’s background is helpful for conducting the training effectively. If the number of trainees is small, the participants can introduce themselves to the group. However, if the training group is large, this activity will take too much time and should be avoided.
D) Understanding the background of the participants
Nevertheless, it is useful for the trainers to understand the background and capability of the participants. During the training, the trainers may need to assign some more competent trainees to assist the others. The registration form is a very good tool to generate information about the participants.
E) Time management
Trainers should be aware of the time allocated for each session. Time management is necessary to avoid problems resulting from events falling behind schedule and out of sequence. Perhaps we can assign a staff member to be “officer of the day” specifically to manage the time.
E) Training facilitation
Trainers should not simply lecture but provide opportunities for trainees to participate and interact during the sessions. They should also be responsive to trainees’ needs and requests throughout training. In addition, it is needed for the trainers to make sure events flow smoothly and occur on time. Thus materials must always be available when needed and equipment must work at all times.
16
F) Time to recap and to reflect
At times participants may not be able to comprehend or internalize the content of a training session. It is recommended that the trainer assign groups of participants to take turns in briefly summarizing the highlights of the material covered during the previous day or session. We should also allow the participants some time to reflect on what they have learned from the training.
G) Icebreaking and energizing activities
Sometimes the participants may be rather reserved and unwilling to actively participate. The trainer needs to organize some activities to make the trainees feel more relaxed and comfortable with their fellow participants. Similarly, sometimes the participants may feel sleepy and inactive, especially right after lunch. In such cases, the trainer should organize a movement activity (energizer) to keep them awake and at the same time relaxed (see the later section on icebreaking/energizers).
H) Team-building activities
In a training session where the trainees have to work together in order to complete a task, the trainer may consider organizing a team-building activity. This activity will help make them feel comfortable with each other so that they can work together as a team. Such activities may be in the form of games, songs or skits that require the trainees to form a group and work together in order to get something done.
I) Preparation of action plans
To ensure that in the future trainees will apply what they have learned from training, the trainer may request them to form small groups in order to prepare sample action plans. Usually trainees who come from the same region or district form groups in order to complete this task. Each action plan should be photocopied so that both the training organizers and the participants have copies.
J) Training evaluation
There are many ways to evaluate the effectiveness of a training programme. The most common is to use an evaluation instrument that we prepare ourselves. It should provide an opportunity for participants to make additional comments, remarks or suggestions that they consider useful for the training organization or participants. The results of the evaluation can serve as a basis for further improving the design of future training programmes.
K) Closing
The training programme may close formally or informally depending on the type of programme and number of participants. During the closing session the participants can receive their certificates. They can also pledge their commitment to put into practice what they have learned once they return home.
17
Checklist (during training)
Please place a check mark (�) in the column that corresponds to your answer.
Activity Name Yes No Remarks Management Registration • Have you facilitated the registration of all participants?
Logistics • Is the meeting room comfortable? (temperature, seats, space, etc.)
• Have you organized a meeting to allocate responsibilities among all persons involved in the training, including resource persons?
• Have you made arrangements with the resource persons and training staff concerning time management and the allocation of time for each session?
Documentation • Have you arranged for the organization of a secretariat that is responsible for the documentation and production of materials?
1
Certificate of participation • Have you arranged for the preparation of certificates of participation?
Actual Training Activities Opening session • Have you conducted programme orientation so that the participants understand what the training is all about?
• Have you allocated time for the introduction of participants?
Time management • Have you facilitated the management of time properly?
• Were there topics that were not discussed because of the poor management of time?
Training facilitation • Were you able to facilitate your session smoothly?
• Did you give participants a chance to share their insights and opinions?
• Did you take note of the results of all the activities that you introduced?
• Were all necessary materials provided to the participants?
2
Recap/reflection • Have you given participants the daily opportunity to
18
recap events or to reflect on them? Icebreakers/energizers/team-building activities • Were icebreakers or energizers used during training?
• Did you introduce any team-building activities? Field visit • Have you organized any field visits for participants?
Action plans • Did you ask participants to prepare action plans?
• Were all participants able to prepare their action plans? At the end of the training • Have you evaluated the effectiveness of the training programme?
• Were the evaluation techniques effective? • Can the information you obtained be used to improve the design and operation of the training programme?
Crucial Points
1. Make sure that everyone involved in the training programme understands clearly the objectives of
the training.
2. Make sure that you have made all necessary arrangements concerning the training venue.
3. Prepare materials in advance for use during training and finalize the equipment needed by resource
persons and participants.
4. Make sure that the time allocated for any session is appropriate for the length and importance of
the topic and the activities to be undertaken.
5. Decide in advance the outline and format of the action plans that participants must complete during
training.
6. Take seriously the reactions, views and opinions of the participants and be prepared to modify the
training approaches and content accordingly.
7. Be prepared for the unexpected to happen at any time during training, and have alternative plans
and activities ready just in case.
19
Module 4: Training Techniques and Materials
1. Icebreaking and Energizer Techniques
Icebreaking techniques Icebreaking techniques are used at the beginning of training, in order to promote interaction among participants and trainers. Icebreaking is also useful for reducing shyness and lack of confidence among participants. If successfully applied, icebreaking can make participants more enthusiastic and willing to take part in the training activities. Icebreaking can provide amusement, relieve boredom, reduce tension and stimulate creative thinking. When we select icebreaking activities we should consider those that ensure physical movement and/or mental exercise. Depending on circumstances, we can organize activities that require the involvement of participants as a group or their participation as individuals.
Energizer techniques Energizers are useful during and at the end of a long session to reduce boredom and monotony. Energizers refresh participants so that they can take part in the next session. These techniques stimulate participants physically and mentally to resume training activities. Through energizers we can also develop a sense of team spirit among the participants that can facilitate a congenial atmosphere for learning.
Where and when to use icebreaking and energizers In a training course we often find participants who are strangers to one another. We also find differences among participants in regard to economic conditions and social background. Some participants may be joining a training course for the very first time without knowing anything about the procedures of training. Sometimes these differences create obstacles at the beginning of a training course that can hinder people from freely taking part in the training activities. Icebreaking techniques should be used at the beginning of a training programme, especially when participants introduce themselves. These techniques would help to reduce the tension and unease resulting from the lack of familiarity and interdependency among the participants. On the other hand, participants need time for relaxation in order to acquire more energy for further involvement in training activities. Participants also need a change of pace during training sessions. This can occur through using energizers, which are effective for causing changing physical and mental conditions. Facilitators often prefer physical energizers in order to more effectively refresh participants during long sessions.
Strengths
• Icebreaking exercises and energizers are interesting and enjoyable, and do not require much
20
time. • They do not require much preparation. • They bridge the gap between trainers and participants and also among participants. • They help participants to feel at home during the training course. • They increase active involvement in the training sessions.
Limitations
• They require a large room to facilitate movement of the participants. • Some participants may not willingly participate in these activities. • Icebreaking exercises and energizers may take up more course time than anticipated.
Overcoming/reducing limitations
• Trainers select the appropriate technique by carefully considering all available resources (facilities, materials). • Trainers encourage shy or reluctant participants to join the icebreaking and energizer activities, but should not force them.
1-1. Some Icebreaking Techniques
1. Introducing yourself How? Fold sheets of full-size white paper into four sections. Give a folded sheet and a pen to each participant. Ask them to do the following:
(1) In the upper left section of the sheet resulting from the fold, write down name, job and organization.
(2) In the upper right section of the sheet, write down your favourite foods. (3) In the lower left section of the sheet, write down your hobbies. (4) In the lower right section, indicate an expected result from the training. (5) On completion of the exercise, ask participants to present. Each person will be allowed 2-3
minutes for his or her presentation.
Name, job and organization
Your favorite foods
Your hobbies
Expected results from the
training
Time required: 10-15 minutes (depending on the number of participants) Note: The amount and types of information to write in each section can be changed. If the
number of participants is large, two or three questions are appropriate.
21
2. Matching game How?
(1) Select pictures according to the number of participants. One picture is necessary for every two participants. (If the total number of participants is 20, then select 10 pictures.)
(2) Cut each picture into two pieces. (3) Distribute the pieces of picture randomly to each participant. (4) Ask each participant to find the other part of the picture to make it complete. (5) When participants find the matching halves of their pictures, ask each pair to
sit together for five minutes and get to know each other. (6) During the plenary ask each member of the pair to introduce the other.
Time required: 10-15 minutes Note: Instead of pictures, any used paper with some design such as old newspaper and magazine
can be used.
3. Bingo How?
(1) Distribute Bingo sheets (as prepared below) to all the participants. (2) Ask each participant to go to another participant to see if they both can respond with a “yes”
to the items in the boxes on the sheet. (3) If there is agreement on any item, the other participant must sign his/ her name in the
appropriate box. (4) Have each participant do the same with all the others. The participant who gets signatures in
all the boxes has to announce the names of the people from whom he/she obtained signatures and will be declared the winner.
Example of a Bingo Sheet
Have five children
or more
Enjoy spicy food Make a phone call
at least once a day
Like rainy days
Like romantic
movies
Like apple Had hair cut within
two weeks
Enjoy picnic
Like to cook Like to sing Believe in
horoscopes
Like yellow rather
than red
Time required: 10-15 minutes Note: For the points in Bingo, it is better to include items which participants cannot figure out
without communication with other participants, rather than physical features (e.g., have a moustache, have black hair, is tall).
Appropriate items in a box should be selected according to the types of participants.
22
1-2. Some Energizer Techniques
1. Straighten out a tangle string How?
(1) Divide participants into two groups and make teams. (2) All members of a team hold hands and make a big circle.
Another team should not look at them. (3) The team members holding hands make a tangle with
themselves by moving randomly such as twisting arms and passing under arms. (4) Another team members link their arms back and turn to the tangle. Trainer begins timing.
They straighten the tangle by oral explanation only. They should call names of other team members and ask them what to do. They should not point by fingers.
(5) When the tangle become straight, stop timing. (6) Change the team. The team being able to straighten the tangle quickly wins.
Time required: 15-20 minutes Note: You should not make a team with men and women.
2. Multiple use of a marker pen How?
(1) Ask participants to form a circle in the middle of the training room. Tell them that they will now play a game that requires innovative thinking and performance skills.
(2) Take a comb and demonstrate how it can be used to write and as a knife to cut something. (3) Hand over the comb to a participant and ask him/her to demonstrate something new. After
his/her performance, the participant hands over this comb to another participant to show something new using the same comb.
(4) Ask other participants to guess what the demonstration is about. (5) Continue this exercise until everyone finishes their performance.
Time required: 10 minutes Note: Trainers can use any object – comb, paper, handkerchief, rope, etc.
3. Nine dot How?
(1) Distribute to each participant a piece of paper and a pen. (2) Draw nine dots on the chalkboard or whiteboard. (3) Ask participants to draw nine dots on their paper and join them as follows:
• Dots must be joined by four straight lines • Pen should not be pulled off the paper
(4) Participants who can join nine dots before anyone else will be announced the winners. (5) Let the others try until most of them are successful.
23
(6) Finally ask any of the participants to show how she/he joined the nine dots.
Time required: 5-10 minutes
4. What’s on your back? How?
(1) Explain that in this exercise the participants will be asked to identify what is written on their backs.
(2) Write any name (a person, an object, etc.) on a piece of paper. (3) Attach this paper to the back of a participant. (4) Ask him/her to identify what is written on the paper by asking the other participants
questions. Participants can only answer yes or no. They will not be allowed to give any hints while replying. (Ask 10-15 questions.)
(5) If the participant fails to answer, try it with another person.
Time required: 5-10 minutes 5. Shiritori How?
(1) Explain this is the word game in which one player has to say a word starting with the last syllable of the word given by the previous player.
(2) Speak one word (name of thing) and ask a participant next to you to speak one word starting with the last syllable of your word.
(3) Continue this till a participant fails to find any word. Person’s name and the word spoken by others should be avoided.
Time required: 5-10 minutes 6. Hyakumasu (100 squares) calculation How?
(1) Provide the paper with 11×11 squares. Prepare a big clock which all participants can see. (2) Ask participants to write the figures on the top line and right row. (3) As you give the starting signal, make participants start calculation between line and row in a
given way (addition, subtraction or multiplication) as quickly as possible. (4) When a participant finishes calculation, check the time and write the time required. There is
no need to decide a winner for this exercise because each person has its own pace.
Time required: 5-10 minutes Note: This exercise can be used at literacy classes. Exercise on the daily basis is recommended.
As you continue this exercise, the time required will be shortened. This enhances operation
24
of the brain.
Example of Hyakumasu
3 5 9 8 7 2 4 1 6 66446763435
Addition (1)
5 7 4 6 4 2 1 7 1 97664617655
Addition (2)
6 6 9 1 1 1 7 3 5 35164598448
Subtraction (1)
Subtraction (2)5 2 1 1 2 7 1 5 7 1
5298928611
Multipication (1)5 9 3 7 4 4 3 3 1 4
6624913364
Multipication (2)1 9 2 7 9 9 3 3 8 8
8277665966
2. Discussion Techniques
Group discussion is a technique in which the participants are divided into groups to discuss certain issues or topics. They share their opinions and experiences while discussing the topic within a given time frame. Some group discussion techniques, such as case study, role-play and the gallery technique, require advance preparation (e.g., printed materials or display board). Discussion methods are very useful:
25
• For developing logical reasoning • For analyzing problems, finding causes and defining strategies • For learning about or better understanding the previous knowledge and experiences of the
participants • For improving people’s ability to express themselves • For learning to respect and tolerate the opinions of others • For developing the analytical skills of the participants • In areas where group dynamics and the perspectives of the participants are required • In areas where the active participation of the trainees is required
Strengths
• Participants can exchange opinions and experiences. • Participants can compare their experiences with those of others. • Shared experiences make it easier to identify or solve problems. • Many new ideas based on those of others can be generated within a short time. • Everyone gets a chance to express themselves. • Discussion occurs in a systematic manner. • A clear picture of the area under discussion emerges through debate. • Friendly relationships spread across the group. • A team spirit helps participants to increase their self-confidence. • Participants become more tolerant of other people’s opinions. • Each and every one can take part and contribute.
Limitations
• It may take a long time to reach a consensus. • Conflict or clashes may arise. • The discussion may shift to irrelevant matters. • Extra rooms may be required. • If the trainers, facilitator or participants are not prepared, the discussion may turn out to be
fruitless. • Some participants may find an excuse for not taking part in the discussion. • Some members may dominate others or monopolize the discussion.
There are different kinds of group discussion methods, such as brainstorming, large group discussion, small group discussion, pair discussion, stations, role-play, case study, the gallery technique, and question and answer.
2-1. Some Common Group Discussion Methods
1. Brainstorming What?
26
Brainstorming is a training technique generally used for problem solving or generating a number of possible solutions to a problem. Brainstorming is a process in which the maximum numbers of ideas related to a certain issue are generated in the shortest possible time by means of collective thinking. In this process, participants are encouraged to express their views openly and freely. Initially participants accept all ideas and later on reach a decision after their analysis. The goal of brainstorming is to come up with as many ideas as possible without regard to quality, with as many team members as possible contributing their thoughts. Here the quantity of ideas is far more important than their quality.
How?
• Ask participants to sit in a circle or in a “U” shape. • Nominate a recorder who records the discussion points. • Have the recorder sit near the board or flip chart, ready to write down the ideas given by the
participants. • Appoint a team leader to facilitate the discussion. • Describe for participants the problem or issue for discussion (e.g., the village people are not
very interested in attending the literacy class regularly. What might be the possible reasons?).
• Have the recorder write down the problem or issue in bold letters on the board/flip chart. • Ask the participants to express their opinions freely on the issue, stating whatever comes to
their mind immediately. Allow no criticism, debate or consultation among participants. • Encourage all participants to express their ideas or opinions quickly. • List participant points on the board/flip chart. • Allow no discussion, comment or criticism until all participants have exhausted their ideas. • Once all ideas have been presented and recorded, verify and prioritize these ideas if necessary.
2. Small group discussion How? At the beginning
• Describe in detail the objectives of the group discussion. • Divide the participants into small groups (this may be done by means of a game) *appropriate
number of members per group: up to 7-8 persons • Explain the task to the members of each group. • Ask everyone to participate actively in the group work. • Tell each group to nominate a rapporteur for presenting the group findings in the plenary and a
chairperson for moderating the discussion. • Tell group members how much time they have for discussion. • Supply the necessary materials to each group.
In the middle
27
• Move around and observe each group at work. • Ensure everybody’s participation. • Extend help if required.
At the end • Ask the rapporteurs from each group to present their group findings. • Create opportunities for discussing the presentations of other groups. • Summarize the presentations.
3. Large group discussion How? At the beginning
• Describe in detail the objectives of the group discussion. • Divide the participants into large groups (this may be done by means of a game) * appropriate
number of members per group: up to 10-15 persons • Explain the task to the members of each group. • Ask everyone to participate actively in the group work. • Tell each group to nominate a leader for presenting the group findings in the plenary and a
chairperson for moderating the discussion. • Allot a time period for the discussion. • Supply the necessary materials to each group.
In the middle • Move around and observe each group at work. • Ensure everybody’s participation. • Extend help if required.
At the end • Ask the leaders of each group to present their group findings. • Create opportunities for discussing the presentations of other groups. • Summarize the presentations.
4. Pair discussion How?
• Divide the participants into pairs. • Explain the topic and allocate time (the amount depends on the content or issues). • Ask the members to sit beside each other and work in pairs. • Move around the groups and encourage sharing and discussion. • Add new points and ideas for discussion. • After discussion in pairs, have each pair contribute one point until all the groups have finished. • At the end, discuss the key points identified by the pairs.
28
5. Station technique What? This is a technique where the topics of the training session are divided into several parts (or subtopics) for detailed discussion in order to elaborate different views and ideas related to the issues identified. The participants are divided into groups depending upon the number of subtopics to be discussed. If the topic is divided into three parts, then there are three “stations.” If it is divided into four parts, then there are four “stations.” Participants are then required to move from one station to another. Each part of a topic should be one that participants can discuss independently from other parts of the topic. Please note that the objectives, outcomes, and activity plans of a project are not appropriate subtopics for this technique, because activity plans should be discussed in connection with objectives, and outcomes and activity plans need to be matched.
How? • Divide participants into three or more groups or stations. • Assign one resource person or “stationmaster” to each group (station) to help out or clarify the
issue to the participants. • Provide large-size paper or a flip chart to each station. • After clarification by the resource persons and discussion, group members write down their
observations on the paper or chart for the members of other groups to see when they proceed from one station to the next.
• Ask each group to use one particular colour of pen for writing down their conclusions in order to clearly distinguish each group’s comments from the others.
• Organize participants in the first round as follows:
Group D
Topic A
Topic D Topic B
Topic C
Group A
Group B
Group C
Note: After finishing the discussion about one topic, each group moves to another topic. Repeat this four times till each group comes back to its first topic.
• Ask each group to discuss the issue and write down their conclusions on the chart or paper. Give each group 25 minutes for the first round. After they have finished writing, ask them to proceed to the second round.
• In the second round, give each group 15 minutes to add to or modify the conclusions reached
29
by the earlier group, and then move on to the third round. • Give each group 10 minutes to add to or modify the input of the previous two groups.
Proceed to the fourth round and give each group 10 minutes. • Finally, ask all groups to return to their original stations. • During the plenary session, summarize and share the inputs of the different groups.
6. Role-play What? Role-play is a structured activity, usually in the form of a dramatic performance, that recreates a situation from real life. The participants in a training programme take part in the role-play and act out a situation for the purpose of further analysis and discussion. Through role-play we can analyze a problem and identify its causes and solutions. Role-play is also useful for making comparisons between ideal and real-life conditions. To reduce preparation time and avoid observer boredom, a role-play exercise should not be too long. The “script” or scenario should be prepared with a clear focus on the selected topic or theme.
How? At the beginning
• Select the topic or theme. • Identify the key points to be depicted. • Identify the roles to be played in light of these key points. • Prepare role-play conversations for the performers; develop materials, if required.
During the role-play • Select performers and observers among the participants. • Provide role-play conversations to all the performers and obtain their reactions, comments and
suggestions. • Ask performers to prepare for the performance. • Ask the observers (other participants) to observe the role-play for the purpose of taking part in the discussion afterward. • Introduce the participants to the role-play exercise and its purpose. • Help the performers to act out their parts if needed.
After the role-play • Ask observers to express their opinions or what they learned from the performance. • Ask performers to express their opinions regarding the performance. • Ask questions based on the theme of the performance and encourage discussion. • Summarize the findings of the discussion.
7. Case study What? A case study is a detailed description of events that either really happened or are products of the
30
imagination but based on reality. Its purpose is to take the participants closer to the real context of a situation or problem. Through a case study we can analyze a problem to identify its causes and solutions based on the experiences of the participants. Case studies can also draw comparisons between ideal and real-life conditions. Case studies can be used for different purposes:
• To increase awareness of a problem • To exchange experiences • To reach decisions by studying a situation or an incident • To learn from past successes and failures • To clarify perception of the problem and the solution or results
They can be presented orally, in written form or on film. They can depict cases or situations with no identified problems, one or more problems, or a problem with multiple or alternative solutions.
How? At the beginning
• Select the topic or theme. • Prepare questions or instructions to help participants investigate and understand important aspects of the case. • Decide upon the type of case and presentation. • Prepare the case study with reference to participants’ own experiences if possible.
During the case study presentation • Give the case study to small groups or individuals for analysis. • Provide necessary assistance to guide the analysis in the proper direction. • Ask participants to write down their findings on a chart.
At the end of the case study • Ask each group or individual to state their findings. • After listening to the views of one group/individual, let another present theirs. • Lead the discussion in terms of the learning objectives of the training course.
Story: Munira’s Failure (Example of a case study) Munira is a supervisor of literacy course. After being appointed she was sent to Kabul for a two week training course in training techniques. After returning from the training she was thinking about organizing a training course in light of her newly acquired experience. Then the district director advised her to organize a training course for the capacity development of her facilitators. After two months of hard work, Munira developed a training course similar to the training she received in Kabul. Twenty teachers attended the training. The participants were impressed with the various tools and techniques of training, such as games, exercises, case studies, group work, and handouts. While evaluating the training course, everybody praised the trainer highly. Munira was satisfied with her performance. Three months later at the quarterly district meeting, Munira was accused of being a complete failure because there was no sign of development at any
31
of her literacy classes. Munira went to the classes to see the facilitators. Everyone praised the training that she had conducted. But when she asked them about the low standards of their classes, they informed her of problems that she did not know about before. She was surprised to see the inadequacy of the facilitators’ knowledge and skills to do their jobs. After returning from her visit, she became worried about the real conditions that the teachers were facing. She did not know what to do next.
Exercise: Identify the causes behind Munira’s failure after analyzing the case.
8. Question and answer What? This technique is very effective for obtaining information about the experiences of the participants by asking them questions. There are different types of questions:
• Predetermined questions: Questions are directed at a specific person determined in advance. • Open questions: Questions are not aimed at any particular person; anybody can answer. • Delayed directed questions: The first questions are kept open and then directed to a particular
person. Questions can be:
• Closed: The questions have to be answered by Yes or No. • Open-ended: The questions have to be answered with some detail or elaboration.
How? • Introduce the topic to the participants. • Start asking different types of questions. • Use a variety of types of question one after another. • Respond to the answers by:
- acknowledging the answer - summarizing the answer - recording the answer - letting somebody else summarize the answer - dividing the answer into several components and asking for someone to express his or her
views about each
3. Presentation and Demonstration Techniques
3-1. Demonstration Techniques
What? Learning through our own experience is very effective. We learn a lot by observing and trying things out on our own, which can also be fun. During training, presentations give people an
32
opportunity to share experiences, and demonstrations give them a chance to see or even experience new things. Through demonstration techniques, visual items such as pictures, charts, models and natural objects can be used for the purpose of learning. Demonstration helps to make learning both meaningful and realistic.
How? • Briefly describe the objectives of the demonstration. • Place the materials/visuals in such a way that all participants can see. • Carry out the demonstration. • Emphasize the key learning point(s). • Let participants also practice the demonstration. • Ask questions to see if participants have learned anything. • Encourage participants to express their reactions to the demonstration. • Let participants see and even touch the materials if needed. • Encourage discussion related to the objectives of the demonstration.
3-2. Presentation Techniques
What? We can use flipchart, white/black board and big paper in our programmes to visualize our main points and present them in an attractive way. Distributing handouts beforehand is also useful. Visual reference will help to make our training sessions successful and interesting.
Things to consider while making materials for presentation: • The content should be relevant to the subject. • Each part should be easy to see, informative and accurate. • Texts should be legible enough so that participants sitting in far corners can see them. • The content should include pictures or illustrations relevant to the topic. • There should not be many lines of text per page. • Words or phrases preceded by dots or bullets are more attractive than long sentences. • Each line should not contain more than 5-7 words. • Highlight important words/sentences by underlining them, making them bold or writing in
different letter sizes or colours. • Use various symbols for messages if participants will understand them. • Use diagrams, graphs and maps where applicable.
4. Practice and Exercises
What? During training, participants should have the opportunity to try out or to practice what they have learned in order to consolidate their learning. Through practice and exercises participants become more confident
33
about the issues and activities discussed during the training session. Through practice and exercise, the trainees are learning by doing. Practice and exercises can be either an individual or a group assignment. The objective is to develop or improve the capacities and skills of the participants in a particular area. Practice and exercises are very useful for consolidating learning and skills, and for developing confidence among participants to do something by themselves instead of being dependent on others.
4-1. Some Useful Practice Techniques
1. Information board How?
• Explain the task to the participants. • Ask the participants to read a specific chapter from resource materials or from any handout
related to the training topics. • Give each participant a question that they will have to answer. • Have participants look through the material individually and write down a short answer to their
question on a sheet of paper for display on the information board when they are finished. • Have participants visit and read others’ papers and make comments if any.
The trainer can ask participants to prepare similar sheets on important issues throughout the training course. Individually or in groups, they can summarize the things they have learned each day for display on the board.
2. Preference ranking Through preference ranking, the situation and problems of a particular area can be identified and prioritized. Preference ranking is a very useful technique:
• For recognizing the most important issue and problem among many • For identifying the weakest issue • For identifying the better or best activity among others • For identifying an activity that the participants consider to be the most important one
How? • Distribute a ranking exercise sheet (see example on the next page) to all participants. • Ask each participant to prioritize the items in the column for individual ranking. • Ask them to think about causes and reasons before ranking items. • Explain that the item with the greatest priority will be ranked first and the items with less
priority accordingly will be ranked second, third, fourth, etc. • Encourage all participants to express their opinions on the preference ranking sheets. • Then divide participants into groups to further prioritize according to group consensus. • After group prioritization ask each group to discuss the reasons for their choices. • Ask each group to present its list.
34
• Summarize by reviewing all groups’ priorities.
Ranking Exercise Sheet (Example) Name of individual: ..................................................................................... Name of group: ........................................................................................... The following format is a checklist for assessing the effectiveness of activities during training. Please fill in the individual ranking column first, then fill in the group ranking column. Rank items 1-8 according to their effectiveness.
No. Items Individual
ranking
Group
ranking
1 Providing equal attention to all participants
2 Conducting daily and formative evaluation
3 Arranging the training venue
4 Organizing the concluding session
5 Organizing the meeting with all persons involved in
training
6 Registering participants
7 Maintaining eye contact with participants
8 Documenting the proceedings of the training sessions 3. Worksheet What? This technique helps participants to put theory into practice, and to adapt and apply the knowledge and information they have acquired to actual problems and situations. After a thorough discussion of the issue or topic, each participant receives a worksheet and completes it in order to provide information based on his or her own experience or on practical real-life situations (see example on the next page).
How? • Distribute worksheets to all participants. • Give clear instructions to the participants. • Ask participants to complete the worksheets individually. • After completing the worksheets, participants may share their results in pairs to learn from each
other.
35
Worksheet (Example) Supervision Plan for a Literacy Education Programme
(Example can be taken from any ongoing project.)
1 Name of project:
2 Project objectives:
3 Supervision objectives a) Literacy related:
b) Poverty alleviation related:
4 Planned techniques for supervision:
5 Areas of supervision (issues to be supervised):
6 Responsibility (who will supervise and how often):
Person(s): Frequency:
7 Record keeping and reporting system:
8 Feedback and follow-up process:
36
Module 5: Training for ‘Literacy Education in Afghanistan’ (Supervisor’s Manual Chapter 1)
Goal: To deepen supervisors’ understanding on literacy education in Afghanistan Objectives: To overview literacy education, to explain objectives of literacy education in Afghanistan, history of literacy education in Afghanistan, literacy programs in Afghanistan, requirements for enrollment in literacy, and ways to improve the current situation Strategy: To provide the chances for group discussion as many as possible to deepen understanding
Time Activities Teaching
Materials
Facilitator
9:00 am
(35 min)
2 min
2 min
5 min
5 min
15 min
Subject: History of Literacy in Afghanistan
Objective: To explain history of literacy in our
country to supervisors
1- Greeting
2- Reciting Holy Quran
3- Introduction of participants
4- Writing training title and date on the board.
5- Brief explanation about the subject
6- Dividing participants into groups
7- Giving questions about the subject
8- Questions:
a) What is the benefit of having information about
history of literacy for the facilitators?
b) What were the methods of teaching for new
learners in our country after appearance of Islam
religion?
c) Which methods were used for teaching Para
Baghdadi and what shortages were existed in it?
d) Kaka Sayed Ahmad is known as the father of
literacy education. What kinds of methods did he
use? Why aren’t they used presently?
e) What kinds of principles are Ghazi’s principles?
What methods are used currently?
f) In your opinion, who promoted literacy
marker, board,
big and small
paper, sticker
and eraser
37
Time Activities Teaching
Materials
Facilitator
6 min
education?
9) Collecting participants’ ideas, evaluation and
conclusion.
09:35-
09:55
2 min
2 min
2 min
2 min
10 min
2 min
Subject: Literacy and its role in social development
Objective: To teach importance of literacy
1- Greeting
2- Writing the subject of training on board.
3- Brief explanation about training subject
4- Dividing participants into groups
5- Giving questions about the lesson.
Questions:
a) What is literacy and how is it used?
b) What is customary literacy?
c) What is functional literacy and what is its
importance in social life of people?
d) What is social literacy and what effects does it
have?
e) What is the difference between literate and
illiterate?
f) In which part of social life does literacy affect?
Give example.
5- Collecting participants answers on the board
6- Completing participants’ answers
7- Summarizing and conclusion
marker, board,
big and small
paper, sticker
and eraser
(20 min.)
2 min
2 min
2 min
10 min
Subject: Objectives of literacy in Afghanistan
Objective: to teach objective of literacy in
Afghanistan
1- Greeting
2- Writing the subject of training on board
3- Brief explanation about the subject
4- Dividing participants into groups
5- Giving questions about the subject
Questions:
a) What is the goal of literacy education?
b) Does society promote without knowledge?
c) What factors have effect in developing society?
marker, board,
roll paper, A4
paper, sticker,
and eraser
38
Time Activities Teaching
Materials
Facilitator
2 min
d) What changes does literacy education provide in
a person’s life?
e) For what purposes is literacy education used in
our country?
e) What is the effect of illiteracy in social and
family living?
6- Collecting participants’ answers
7- Completing answers of the participants.
8- Summarizing activities and conclusion.
(20 min)
2 min
2 min
2 min
10 min
2 min
Subject: Development of literacy programs.
Objective: Informing about literacy program.
1- Greeting
2- Writing the subject of training on board.
3- Brief Explanation about the subject
4- Dividing participants into groups
5- Giving questions about the lesson
Questions:
1- What programs are existed in literacy education?
2- What is the purpose of making specific
programs for women?
3- What is the benefit of literacy for illiterate
people?
4- What is the purpose of making children centers?
5- After graduation from literacy courses, which
programs should learners take to prevent from
returning to illiterate?
4- Conclusion
marker, board,
roll paper, A4
paper, sticker
and eraser
(20 min)
2 min
2 min
2 min
10 min
Subject: Ways to improve the current situation
Objective: To find solutions for current situation.
- Greeting
- Brief explanation about training subject
- Giving questions about subject
Questions:
1- What should the government do to improve the
current situation?
2- What should Literacy Department do for
marker, board,
white paper,
format paper,
sticker, and
eraser
39
Time Activities Teaching
Materials
Facilitator
2 min
development of literacy education?
3- What corporation should the foreign
organizations do for developing literacy education?
4- Which duties should directors of provinces do
for betterment of literacy education?
5- Please provide your opinion for betterment of
literacy education situation.
6- Which duties should imams of mosque, elders,
area officers and governmental institutions do for
betterment of literacy education?
- Summarizing participants’ ideas and conclusion.
(20 min)
2 min
2 min
2 min
10 min
4 min
Subject: Conditions for enrolment in literacy
courses
Objective: To know how to enroll learners
1- Greeting
2- Writing the subject of training on board
3- Brief explanation about the subject
4- Giving questions about the subject of
training
Questions:
1. Who can attend literacy programs?
2. Who can attend functional literacy schools?
3. Who can be enrolled in children courses?
4. Collection of ideas and conclusion.
marker, board,
roll paper,
sticker and
eraser
40
Module 6: Training for ‘Supervisor’s Responsibilities’ (Supervisor’s Manual Chapter 2)
Goal: To improve working capacity of supervisors and make them active in their works Objective: To learn ‘who is supervisor’, ‘qualifications of supervisors’, ‘necessity of their existence’ and ‘their duties and responsibilities’ Expected outputs: At the end, learners will know who supervisors are and what their duties and responsibilities are. Necessary time: 1st part ( ) 2nd ( ) 3rd ( ) 4th ( )
Time Topic Activities Teaching
Materials
Facilitator
(50 min)
2 min
2 min
2 min
5 min
3 min
15 min
Who is
supervisor?
- Greeting and reciting Holy Quran.
- Introducing trainer and the participants.
- Writing the day, date and the subject of
training on the board
- Brief information about who supervisor is
- Dividing participants into groups and
distributing marker and sticker for their
opinions.
Questions:
1- In your opinion, what does supervisor
convey in adult teaching?
2- Is participation of supervisor in workshops
necessary? If yes, what are the advantages of
it for work?
3- What are the benefits of communicating
with regional people, area officers, influential
people and mosque imams in supervisors’
work?
4- If supervisor is not familiar with the local
characteristics and customs, what problems
will he/she face?
5- Which characteristics help supervisor in
doing his/her work successfully?
6- What kind of procedure should a
supervisor use to do his work successfully as
board, eraser,
marker, sticker,
flip chart, roll
paper
41
Time Topic Activities Teaching
Materials
Facilitator
15 min
5 min
well as attract facilitators’ attentions?
Expected Answers:
Answer 1. Supervisor is taken from 2 English
words:
Super: Means excellent
Vision: Means monitoring
Which means facilitator’s partner
Answer 2. Existence of supervisor is
necessary in workshop to enhance their
experience and knowledge and share with the
others.
Answer 3. Meeting with various people
concerned helps and improves their working
quality, and literacy programs can be
implemented on time with positive result.
Answer 4. If a supervisor is not familiar with
the customs of area, he/she will face
problems in all aspects of literacy works and
course will fail and people will not be
interested in courses.
Answer 5. Supervisor should have all
characteristics of a good facilitator, he/she
should be interested in his profession and
aware of regulation of Islamic religion so that
the country develops by his works.
Answer 6. A successful supervisor should
know all teaching methods and approaches
and motivate facilitators in their works
- Present a sample lesson to the facilitators.
- Summarizing ideas and conclusion
(50 min)
2 min
2 min
2 min
5 min
Necessity of
supervisor in
literacy
programs
- Greeting
- Introducing trainer and the participants
- Writing the day, date and the topic of the
training on the board.
- Brief information about necessity of
board, eraser,
marker, sticker,
flip chart, and
roll paper
42
Time Topic Activities Teaching
Materials
Facilitator
3 min
15 min
15 min
supervisor in literacy programs
- Dividing participants into groups and
distributing marker and sticker for taking
their opinions and ideas
Questions:
1- In your opinion, to what extent can
supervisor solve problems of the area?
2- If supervisor doesn't exist in area, what
problem may the facilitator face with?
3- What are the reasons for existence of
supervisors in the area?
4- In which part can supervisor assist a newly
recruited facilitator?
5- Adult education involves important and
diverse programs. In which programs are
supervisors necessary?
6- Is the supervisor necessary for solving
problems of literacy courses? If yes, explain
the reasons.
Expected Answers:
Answer 1. Supervisors communicate with
both facilitators and area in case of facing
problems such as the shortage of book,
stationary, board and teaching place. Firstly,
he/she him/herself tries to solve the
problems. If it exceeds his/her ability, then
he/she shares the issue with area and takes
action to solve it.
Answer 2. In the absence of supervisor in
area, facilitators face with problems in all
teaching programs such as lesson plan,
attendance rules, implementation of teaching
plans, teaching methods, making exam
questions and conducting an exam.
Answer 3.
Due to absence of supervisors:
43
Time Topic Activities Teaching
Materials
Facilitator
6 min
1- The facilitator’s working quality will
decrease.
2- If a facilitator is not familiar with methods,
the supervisor guides him/her.
3- If a facilitator does not know how to
perform a plan, attendance rules and ways of
making questions, supervisor guides him/her.
Answer 4. Supervisor can assist a newly
recruited facilitator in all his/her works, like
registering learners, attendance rules, filling
the forms and teaching methods.
Answer 5. As diverse literacy programs such
as adult general education, children education
and CLCs are arranged separately,
supervisors are necessary in all programs.
Answer 6. The supervisor is necessary for
solving problems of literacy courses. It
means if the number of learners is less than
requirements, he/she and the facilitator
should survey once or twice a month to fulfill
the shortage of learners.
- Conclusion
- Collecting paper and hanging them on the
wall and explaining them by one participant
of each group.
- Summary of key points
- Games for removing participants' tiredness.
(50 min)
2 min
2 min
5 min
3 min
Qualification
s of
Supervisors
Section three: Qualifications of supervisors.
- Greeting
- Writing the day, date and the subject of the
training on the board.
- Brief information about qualifications of
supervisor
- Dividing participants into groups and
distributing sticker, marker for writing
board, eraser,
marker, sticker,
flip chart and
roll paper
44
Time Topic Activities Teaching
Materials
Facilitator
15 min
15 min
their opinions and ideas
Questions:
1- Which points should be considered when
employing the supervisor?
2- Which qualification promote success of
supervisors?
3- Suppose you operate literacy programs.
Which conditions do you suggest to employ
supervisors?
4- Which factors should a successful and
good supervisor apply for better performance
of his/her duties and course progress?
5- What can be the reasons for inappropriate
outputs of supervisors’ work?
6- Existence of good and successful
supervisors affects to progress of area. What
can be the results if a supervisor doesn't
exist?
Expected Answers:
Answer 1. 1- high education background, 2-
two years working experience, 3- good
morality and behavior, 4- following the
regulation, 5- ability to prepare materials and
6- fluent speech
Answer 2. 1- sufficient experience, 2- interest
in duty, 3- hard working, 4- familiarity to
methods, 5- good morality and behavior, 6-
creativity
Answer 3. 1- high education background, 2-
work experience, 3- creativity, 4- capability
and merit, 5- excellent management and 6-
interest in work as supervisor.
Answer 4. Corporation with religious
scholars, relevant area agents, influential
people, NGOs, area council and community
people, etc.
45
Time Topic Activities Teaching
Materials
Facilitator
8 min
Answer 5. 1- not having lesson plan, 2- not
having working plan, 3- not having interest,
4- not having working ability, 5- not having
qualification of supervision
Answer 6. 1- proper progress in work, 2- able
to achieve predicted goals, 3- proper
implementation of the designed plan / vise
versa: not achieving goals, not progressing in
work, not implementing the plan.
- Conclusion and summary of workshop.
- Game performance: As it is shown in shape,
how many squares are in it?
(50 min)
2 min
2 min
5 min
3 min
15 min
Duties and
responsibiliti
es of
supervisors
- Greeting
- Writing the day, date and the subject of the
training on the board
- Brief information about duties and
responsibilities of supervisor
- Dividing participants into groups and
distributing marker and sticker for taking
their opinions and ideas
Questions:
1- In your opinion, what kinds of
responsibilities do supervisors have to assist
facilitators?
2- When facilitators cannot work properly,
what should supervisors do for solving this
problem?
3- If a course goes wrong, what should
supervisors do for leading this course to
success?
4- What are responsibilities of supervisors in
teaching process?
5- What should a supervisor do to conduct
his/her duty successfully?
6- If a local facilitator faces with a problem
board, eraser,
marker, roll
paper, sticker
and flip chart
46
Time Topic Activities Teaching
Materials
Facilitator
15 min
of his/her learners’ shortage, how can
supervisors promote cooperation with
community people?
Expected Answers:
Answer 1. Supervisor is responsible for
assisting facilitators in making teaching
plans, instructing attendance rules, teaching
method, arranging learners’ registration and
preparing supplementary teaching materials.
Answer 2. If facilitators are not successful
enough in implementing their teaching, a
supervisor gathers them once a week and
discusses teaching methods.
Answer 3. Firstly, a supervisor evaluates
learner’s problems to see whether there is a
problem of teaching method or any other
reason. If a problem is in method, he/she
guides a facilitator about new methods of
teaching. However, if there is any other
problems like opposition by the family,
he/she gets in touch with mosque imams and
area agents to find its solution.
Answer 4. 1- Supervisor shares his
experiences and knowledge gained from
workshops about teaching process with the
facilitators. 2- Once a week, he/she gathers
his/her relevant facilitators and discusses
about scientific and methodological issue. 3-
Supervisors should hold friendly lesson
competition among facilitators. 4-
Supervisors work and assist facilitators in
teaching process by giving advice and
promoting mutual understanding, cooperation
and coordination.
Answer 5. Supervisors should arrange a
monthly timetable of his working plan,
47
Time Topic Activities Teaching
Materials
Facilitator
8 min
record complete identity of the facilitators,
make a file of facilitator’s activities, and
supervise disqualified facilitators.
Answer 6. If facilitators face with the
shortage of learners, supervisors start
surveying. If possible, supervisors solve it by
themselves and if not, they discuss the issue
with mosque imam and area agent.
Conclusion:
- Collecting stickers and hanging them on the
walls and let one person from each group
explain them.
- Summarizing key points
- Some games for removing participants'
tiredness
48
Module 7: Training for ‘Teaching Methods’
(Supervisor’s Manual Chapter 5)
Goal: To improve capacity of supervisors Objectives: To enable supervisors to adopt appropriate and diverse teaching methods Subjects: General rules of teaching methods, Importance of teaching methods, Kinds of teaching methods, Basics of education, Teaching skills, Educational psychology, and Difference between adult and child education Strategy: Trough seminars and workshops about appropriate teaching methods which exhibit appropriate teaching methods and complementary teaching materials Expected results: Improvement of supervisors’ knowledge level and teaching skills, achievement of predicted goals
Time Activities Teaching
Materials
Facilitator
Section 1: Teaching methods
- Greeting
- Reciting of Holy Quran by one of the participants
- Calling the role and introducing participants
- Writing date, time and the lesson topic on the board
- According to the number of participants, dividing the
participants into groups of 4 or 5. Giving them one or two
questions and asking to write their ideas about questions
on white paper and then one person from every group
presents the final ideas on behalf of their group.
Questions:
1- What is the role of right implementation of teaching
methods in society?
2- What does the combined word of ‘Teaching Methods’
mean?
3- Write your ideas about teaching methods.
4- What kinds of methods should a facilitator consider to
achieve his/her goals?
5- What procedure should a successful facilitator follow in
his/her teaching?
6- What is the difference between teaching and lesson?
Write your idea.
Presenting participants’ answers.
board, eraser,
marker, sticker,
flip chart,
white paper,
stapler
49
Time Activities Teaching
Materials
Facilitator
- Conclusion, collecting the answers and more explanation
by the trainer
- In case of having time, performing a game by participants.
- Announcing the closing.
Answers:
1- There is a direct relation between sound education
system and development, evolution and civilization in all
human societies. When good education is provided in
education centers and schools according to the
requirements of the time and situation, it will give useful
results through right implementation of teaching
principles.
2- ‘Principles’ as a word means law, fundament and
method, and in education terminology it is a set of
predicted rules and laws applied while teaching.
Teaching as a word means giving the lesson and
terminologically it means bilateral education process
between the facilitator and learner.
3- Appropriate teaching methods encourage facilitators to
reach to the goals sooner. Teaching methods increases
facilitator’s work quality. It indicates facilitators how to
present subjects to learners. At the same time, teaching
methods guides learners to obtaining transferred
knowledge. It prevents wasting time. It prevents random
and irregular teaching.
4- While teaching, facilitators should consider three basic
points: a) context of the lesson, b) teaching objective,
and c) teaching method.
5- A successful facilitator should follow the following steps
during his/her teaching:
1) learners’ readiness, 2) objective, 3) lesson plan, 4)
method, 5) teaching materials, 6) textbook, 7) teachers’
guidebook, 8) learners’ psychology, 9) evaluation, 10)
teaching activity method, 11) effective usage of teaching
materials, and 12) conclusion.
6- Lesson is a specified topic which facilitators teach to
50
Time Activities Teaching
Materials
Facilitator
learners in a specified time. The specified time starts by
ringing the bell. Facilitators implement the lesson on that
time according their lesson plan regarding the program
and textbook.
As a word, teaching is giving and telling the lesson and
terminologically, it is a reciprocal process of education
between facilitator and learners and as well as
recognizing and guiding learners.
Questions:
1- Describe the popular methods that facilitators use in
teaching?
2- What kinds of problems will facilitators face with if they
do not know teaching methods?
3- Which points should facilitators consider in adult
teaching?
4- Do learners participate actively in adult education?
5- Why is practical method better than the other methods?
6- What are the advantages of group-work in comparison
with individual-work?
7- What are the advantages of learner-oriented method in
comparison with teacher-oriented method?
8- What methods are used in adult teaching?
9- In your opinion, what is the best teaching method?
10- What are the benefits of active method compared to
traditional method?
- Conclusion, summarizing participants’ answers and more
explanation by trainer.
- Performing a game by the participants.
- Announcing the closing.
Answers:
1- The popular methods are audio, analytical, combination,
drill and exercise, group work, learner-oriented,
teacher-oriented, oral, narrative, question and answer,
visual, observation methods etc.
2- The teaching process is irregular, and teaching activity
occurs suddenly without preparation and is not
board, eraser,
marker, flip
chart, white big
and small
paper, sticker,
stapler
51
Time Activities Teaching
Materials
Facilitator
performed properly. Learners can not understand the
facilitator well, and the facilitator can not maintain
regulation and is not respected by learners.
3- Age, merit and ability should be considered. Objective
of the lesson should be clear; learners’ interest should be
attracted and sense of curiosity increased; hearing and
seeing of learners should be considered.
4- When adult teaching is performed in group work and
question and answer method is used, learners participate
actively.
5- Because learners work practically and every work
which is done practically remains in mind for longer
time.
6- In group work, learners do reciprocal activity; they use
each other’s information and knowledge and all group
members can understand the lesson.
7- The excellence of learner-oriented method is that
learners take part in teaching activity.
8- Audio visual, combination and analytical methods are
used in adult teaching.
9- The best method is that most of activities are done by
learners.
10- In active teaching, learners are energized and active,
and education is done through acting and experiencing
and education is analytical.
Teaching Skills: - Writing the date, time and the training subject on the
board
- Brief explanation about the subject
- Providing the questions
- Activities of participants for answering questions
- Presenting answers by participants
- Conclusion, collecting the answers and more explanation
by trainer.
Questions:
1- What skills should facilitators have before teaching?
board, marker,
flip chart,
white paper,
stapler etc.
52
Time Activities Teaching
Materials
Facilitator
(Preparing lesson plan and teaching materials)
2- What should a facilitator consider during teaching?
(Recognizing work, behavior and readiness of learners,
considering the legal desires of learners, respecting
learners’ personality, recognizing learners’ talents, and
maintaining effective relation with learners)
3- What skills should facilitators use to maintain verbal
relation with learners? (Recognizing and removing
obstacles which disturb the course, creating the
environment which beginners do not worry. Facilitators’
message should be clear. Facilitators should not stand at
one place. Stimulating the learners, relating the new to
previous lesson, and the lesson should be done by using
question and answer method.)
4- What is the importance of question and answer method?
(Through question, facilitators make learners think about
what they are going to acquire and draw learners’
attention to facilitators and lesson.)
5- How do facilitators ask adults? (At first, it should be
friendly. When it is done individually, it should be
voluntarily, and when the facilitator becomes sure that
they can answer, then asks selectively.
6- What is the importance of homework? (The best way of
learning is learner’s activity. Homework is a part of this
activity.)
7- What is the importance of encouragement in teaching
process? (Encouragement increase learners’ motivation
for learning. Inducement is an internal factor which guides
a person to a specific direction. Most of timely
encouragements create motivation in learners. In this
respect, encouragement at the completion of learners’
work has positive effect on their mind.)
8- What causes irregularity in the class?
Importance of facilitator:
1- Who is facilitator? (Facilitator is the best factor for
creating appropriate conditions of teaching and learning;
53
Time Activities Teaching
Materials
Facilitator
making proper conditions between learners and lesson.
They recognize deficiencies of the lessons and individual
differences by establishing psychological links and then
lead learners toward a desirable goal.)
2- Write five factors of a good facilitator.
General rules of teaching principles
- Reciting Holy Quran by one of the participants in the
workshop, calling the roll and introduction of participants,
date, primary evaluation and introducing the training
subjects (general rules of teaching principles, education
basics).
Questions:
1- What are the general rules of teaching principles in your
opinion?
2- What is the benefit of implementing general rules of
teaching principles?
3- Why do facilitators need to consider the appearance and
individual conditions of learners? Write your opinion.
4- In your opinion, how will the understanding about
individuals and social responsibilities are constructed in
society?
5- What is the objective of human relation? Write your
opinion.
Answers:
1- Going from real to unreal and from easy to difficult.
2- It improves the quality of activity and familiarizes with
teaching methods.
3- They should have decent manner in social activities and
sufficient information about culture and tradition of
people; be patient at adversities of life; defend their and
other’s rights, his property, national resources; have sense
of patriotism; and respect people in other societies.
4- As human is a social creature, so we inquire humans’
relations in human society. Our problems are solved by
language. From educational point, giving information
about human values as well as respecting each others and
board, marker,
white paper,
flip chart,
sticker
54
Time Activities Teaching
Materials
Facilitator
social justice is necessary.
- Dividing participants into groups and giving a question to
each group. Writing questions on the board.
- Each group thinks of given question and writes it down.
- One person among of participants is selected to write the
answer. Then one of group members goes to the front
beside board and reads the paper.
- Completing presentation of participants’ answers and
explanation of lesson by responsible trainer.
- Evaluation of the activities
- Playing a game by group members.
- Announcing the end of the training
Importance of Teaching Principles
- Greeting
- Reciting Holy Quran by one of the participants, calling
the roll and introducing participants, writing the date,
evaluation, introduction, introducing subject (importance
of teaching principles)
Questions:
1- In your opinion, what is the importance of teaching
principles?
2- What does active method mean? Write your idea.
3- What is teaching? Write your idea.
4- What benefits can be provided for facilitators by using
teaching method?
- Dividing participants into groups of 4 or 5 and giving
them questions. Then they think of given question and
write their answers on the given paper. One person from
every group writes the answer and then another person
among them goes to the board and present issues written
on the paper.
- Completing the presentation of participants and
explanation of the lesson by responsible trainer.
- Evaluation of the performed activities.
- Announcing the end of the lesson.
Answers:
board, marker,
white paper,
sticker, flip
chart
55
Time Activities Teaching
Materials
Facilitator
1- It prevents inappropriate teaching, and hastiness does not
appear during teaching. It helps to formulate teaching
materials and lesson plan, prevents wasting the time,
stimulates interest of learners and makes the lesson
effective to learners.
2- Active method or learner-oriented means learners are the
center of activity and all activities are practiced by
learners.
3- As a word, teaching means implementing the lesson, and
as an educational terminology, it is a reciprocal activity
between teacher and student.
4- Facilitators can be confident with what they teach, provide
the chances for practice and acting, make the learning
condition interesting, prevent tiredness of learners,
improve the creativity and ability of learners, and use the
time effectively.
Differences between adult and child education
Questions:
1- Who is called adult?
2- What is the objective of adult education?
3- What is the main difference between adult and child
education?
4- Are the adults more absent in the course or children?
What is its reason?
5- What should a facilitator consider for adult literacy
education?
6- What is the difference between adult and child regarding
understanding?
Educational Psychology
Questions:
1- What kind of definition can we present about educational
psychology?
2- Write the objective of educational psychology according
to your experience.
3- What is the major difference between adult and child
psychology?
56
Time Activities Teaching
Materials
Facilitator
4- In your opinion, what is the definition of growth?
5- Define personality.
6- Define psychology.
57
Module 8: Assessment of Training
Assessment helps to identify the strengths and weaknesses of the training programme and ultimately to improve it. Before devising any assessment technique, facilitators should clearly identify what they want to assess. In the case of training programmes, the following are the most important things to be assessed:
what trainees have learned how well the trainers have performed the overall process of training the feelings and confidence levels of the trainees in regard to training
When? Assessment can be conducted at different stages of the training programme. It can occur at the beginning, the middle or the end.
Types of Assessment Generally there are three categories of assessment that can be employed:
1. Self-assessment or individual assessment 2. Group or participatory assessment 3. External assessment
1. Self-assessment or Individual Assessment Through this technique each individual (including organizers, trainers and trainees) makes an assessment of his or her own performance and achievements. Self-assessment may take place both during and at the end of a training programme. The following tools may be used for self-assessment:
a) Standard questionnaire or checklist This questionnaire or checklist can be prepared by the organizers taking into account the expected outcomes of the training. Each participant can fill out this checklist. One example of such a checklist would require participants to rank aspects of the training as A, B, or C, or as bad, good, very good, or excellent. Another example is the “mood meter” (see 2. c) on the next page).
b) Personal responses We can ask participants to write down on a sheet of paper their personal reactions to and experiences during the training programme. These reflective notes can be very useful in assessing the personal, emotional and qualitative aspects of training. They can be displayed around the walls of the training room.
c) Pre and post test This technique is usually used for individual assessment through the application of a standardized test or questionnaire. This kind of assessment is common when the training programme leads to
58
certification. It usually occurs at the beginning and at the end of training in order to compare individual learning achievement over time.
d) Interview Interviews can also be used for individual assessment. A group of trained facilitators may be assigned with the task of interviewing the trainees and trainers on crucial issues related to the impact of training. An in-depth interview method would be very useful in assessing the qualitative aspects of the training.
2. Group Assessment
a) Discussion Using this method, the participants sit in groups of 8-10 members and assess the impact of the training programme with the help of a facilitator. The discussion should be centered on a set of questions or issues prepared in advance by the organizers or prepared by the participants themselves. Participants can use a whiteboard or chalkboard to list the main strengths and weaknesses of the training programme. The list may be prioritized as a summary of the final assessment of the group.
b) Interview Group assessment may also be conducted through interviews. Two or three facilitators may be assigned with the task of interviewing the participants on the basis of a questionnaire prepared in advance. After interviewing the group members, the facilitators compile their views for final assessment. They can present their final assessment results to the group for their comments.
c) Mood meter The easiest method to measure the reactions of participants (in terms of their feelings) is to use a “mood meter.” Usually this contains three columns to record three levels of reaction from sad to happy for each topic. The mood meter is also helpful for indicating the success of a particular topic at the end of each session or at the end of the course. Here is an example:
MoodTopics
（x_x）bad
（･_･）so-so
（^ ^） good
1. Techniques of learning needs assessment
2. Preparation of lesson plans
3. Participatory learning
4. Community mobilization
3. Confidence Mountain A similar method can be engaged to assess the rise and fall in the confidence level of the
59
participants at the end of each session or at the end of the course. Participants may be asked to express changes in their confidence levels using the figures of mountains. A big mountain represents a considerable rise in confidence and a small mountain will represent little improvement. Flat land means there has been no change at all. This chart can be maintained individually or by groups.
For our Supervisor training, which types and tools of assessment do we use? Please develop our tools for training assessment!
60
Part 3: After Training
Module 9: Follow-up Activities
1. Debriefing the Trainer or Training Team
Here we meet to discuss the overall outcomes, strengths and weaknesses of the training programme and to share our insights arising from the experience. Our conclusions may serve as a basis for improving future training programmes in regard to the following areas:
1) Content 2) Strategies 3) Performance of training staff and resource persons 4) Venue and time frame 5) Equipment and facilities
2. Publication and Dissemination of the Training Report to All Concerned
All key persons and participants (organizers, funders, trainers, resource persons) who are responsible directly or indirectly for the organization and conducting of training programmes should be provided with a comprehensive report of the training workshop that just occurred. This document can serve as a basis for future decision and policy making. The report may include the following:
1) executive summary 2) training objectives 3) number and type of participants 4) highlights, along with photographs 5) issues/concerns/problems 6) recommendations/suggestions 7) recapitulation 8) evaluation results
A separate document that summarizes the training activities and processes, daily recapitulation, issues/concerns/problems, and future actions should be distributed to all participants. In addition, they should receive all of the training materials (handouts, etc.) and a directory of participants, if these were not available during the training period.
3. Financial Report
This document provides comprehensive information regarding the actual expenses incurred by the training programme. We need to make sure that we also include the official receipts along with the report. The LEAF Project team will make the financial report this time; however, the information will be shared in order for you to be aware of the cost for Supervisors Training.
61
4. “Thank you” Letters
The letters should acknowledge the valuable inputs and contributions made by the resource persons and other very important personages invited to grace the training programme.
5. Follow-up Activities
Training is not an end in itself. We should undertake the following activities to ensure that the people receiving training have really benefited from what they have learned:
Monitor the implementation of action plans prepared by the trainees during training: (a) Require a periodic report from trainees about what they are doing (b) Gather feedback from their direct supervisors and other stakeholders (c) Conduct spot checks or site visits to validate information provided by
the trainees and official feedback These activities are useful for determining the maximum application of learning acquired by trainees during the training and how well they organize and conduct their own training programmes at the local level.
Provide technical assistance and backstopping after training (if needed). Provide refresher courses to further strengthen the capabilities of the trainees. Coordinate with local officials to get their commitment to and support for post-training
activities (if necessary).
62
Checklist (after training) Please place a check mark (�) in the column that corresponds to your answer.
Activity Name Yes No Remarks Debriefing trainer(s) • Have you conducted a debriefing after the training programme?
1
• Have you used the feedback from the debriefing to improve future training programmes?
Publication and dissemination of the training report • Have you prepared a training report for key officials and participants?
• Are the following included in the report? - executive summary - training objectives - list of participants - highlights with photographs - issues / concerns / problems - recommendations /suggestions - recapitulation - evaluation results
2
• Have you disseminated the training report to key officials, trainers and trainees?
Financial report • Have you prepared a financial report?
• Do you think the funds for training were adequate?
3
• Were they effectively and efficiently used? 4 Preparation and sending of “thank you” letters
• Did you send “thank you” letters to all the resource persons and other VIPs who attended the training?
Follow-up activities • Have you monitored the implementation of action plans prepared by trainees during training?
• Were you able to gather information regarding the maximum application of learning acquired during training when trainees conducted their own programmes?
• Have you provided technical assistance and backstopping during post training activities?
• Have you provided refresher training to further strengthen the capabilities of the trainees?
5
• Have you coordinated with local officials to get their commitment and support regarding local-level post training activities?
63
Crucial Points • Training is not an end in itself. It should be a continuous process to strengthen the capabilities of
the trainees. • We can see the real impact of training activities in the changed behavior, improved quality of life
and active participation in community activities on the part of beneficiaries. • Training is a vehicle for empowerment and transformation.