A Participatory Approach to Curriculum Development by L. Van Crowder Agricultural Education Officer Extension, Education and Communication Service (SDRE) FAO Research, Extension and Training Division See also "Participatory curriculum development in practice: An experience at the Eastern Caribbean Institute for Agriculture and Forestry in Trinidad and Tobago". Introduction Participants at the 1991 FAO Expert Consultation on agricultural education observed that major new developments
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in touch with the current reality • Access your ignorance • Everything you do is an intervention • The client owns the problem and the solution • Go with the flow • Timing is crucial • Be constructively opportunistic with confrontive interventions • Everything is information; errors will always occur and are the prime source for learning • When in doubt, share the problem (Cummings & Worley, pg. 254). As the consultant in this case dove into the workings of Ben & Jerry’s these principles were
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Describe the Top-Down Approach to Algorithm Writing When developing a program, the top-down approach is more than not the preferred method. This is driven by what the program actually does; basically the function of the program. According to Penn State Lehigh Valley, “top-down design or stepwise refinement is an approach to designing an algorithm” and, there are four steps in this top-down design. These steps are as follows: You have to “understand the problem by thoroughly analyzing it.”
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my work and helped to modify and eliminate some of the irrelevant or un-necessary stuffs. Thirdly, I would like to thank my friends who helped me to make my work more organized and well-stacked till the end. Next, I would thank Microsoft for developing such a wonderful tool like MS Word. It helped my work a lot to remain error-free. Last but clearly not the least,I would thank The Almighty for giving me strength to complete my report on time. 3 www.studymafia.org Content Introduction
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assistances in welfare states. The onset of globalization causes a rethink of approach to social protection especially for those in the developing countries after the Asian financial crisis. This paper examines social protection from the perspective of social risk management approach were the notion of poverty reduction is seen through the lens of vulnerability of the poor and its instrumentalities. Social risk management approach involves four main goals; poverty as in vulnerability of the poor, consumption
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Hoogvelt(1978)defines development as a logical connection between growth and change. Allen and Thomas (2000) view development as generally implying an all-encompassing change, not just change in one aspect. Development can be viewed as a positive change but the problem is the process of change can actually be undesirable to other people who may lose or disrupt their way of life in order to pave way for development. As a result Allen and Thomas (2000) are quick to point out that it may be impossible to achieve good
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and develop new strategies for developing and presenting needed curriculum. Curriculum can be defined in many ways. At its most fundamental roots, curriculum is a roadmap of planned ideas that are aimed at assisting the learner to acquire knowledge. In a more constructive sense, curriculum is an educational plan to assist in the delivery of information related to specific subject areas which meet specified learning goals (Dowd & Battles, 1996). When developing curriculum, it is important to
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first is the ‘monetary approach’ and the second is the ‘capabilities approach’. I will also be analysing two different measures of poverty, ‘absolute’ and ‘relative’ and to conclude which is a more accurate or a more suitable instrument in poverty measure. The monetary approach is probably the most common method of understanding poverty. It is highly used by economists and is significantly connected with microeconomic theory. Utility maximisation is the base for this approach and the main instrument
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and works with others in facilitating that change. 3. Personal qualities helpful to systems analysts include: A. Problem-solving abilities B. Communication skills C. Computer experience D. Self-discipline and self-motivation E. Project management capabilities I4. The seven phases of the SDLC are: 1. Identifying problems, opportunities, and objectives--recognizing problems and opportunities confronting the business and determining business objectives. 2. Determining information requirements--understanding
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To be completed by the student | To be completed by the markers | Module Name and code | BUZF319 | First Marker’s name (equivalent to the signature) | | Student ID (UoW) | 00002978 | Second Marker’s name (equivalent to the signature) | | Student ID (WIUT) | 00002978 | For Registrar’s office use only (hard copy submission) | Deadline date | 26.12.2013 | | Individual assignment | | | Group assignment | | | COURSEWORK SUBMISSION COVER PAGE
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