Previous PageTable Of ContentsNext Page


Course design: Improving extension work with rural women


Course design: Improving extension work with rural women

Food and Agriculture Organization of the United Nations

Rome 1996

Improving extension work with rural women

Course Design

There are three main stages in training activities:

Stage 1 Planning

The trainers manual and accompanying trainees materials, will form the basis of a training course. However, the materials in these manuals should be adapted to suit the particular staff and situation where the course is to be conducted.

1. Conduct a Training Needs Assessment

First of all, a training needs assessment needs to be carried out. This means finding out what the intended trainees do now (their attitudes to and awareness of the work women do as well as how much they actually work with women farmers at present).

Bridging any gap between this situation and the attitudes and behaviour you would like to foster will then be what you will try to achieve through the training course.

The content and duration of the course will need to be different for staff who are already well aware of the difficulties of working with women and want to find ways to overcome these difficulties than it will be for those who consider women to be unimportant for agriculture and rural development. In some cases, staff may have already experienced some difficulties in working with women. In other cases, staff will have no experience at all in this area.

Information on training needs can be found through:

2. Determine Resources Available

Having determined the training needs, the next stage is to find out what resources are available to conduct the training course. If the Ministry would like to train I 00 staff in a three month period with no extra funding, the type of training conducted will be rather different than if 50 staff need to be trained in the same period with full time training staff and a large budget for materials, equipment and facilities.

The following points should be considered when assessing resources available:

3. Set Objectives for the Training Course

Clear objectives need to be set for the course to be able to know whether or not it has been successful. Objectives are very important in instruction. Without them evaluation is impossible. How can you know if you have arrived if you don't know where you are going?

Objectives help you to:

A good, well written objective makes evaluation relatively simple. It becomes a question of "Have we achieved the objectives of the training course?"

4. Select, Adapt or Develop Content

The material presented in this manual is intended to provide basic information and guidelines for conducting a course on improving women's participation in extension. Because of the differences between countries and regions within countries, in terms of religion, politics, social structures, extension systems and agriculture, etc., no course can hope to be equally appropriate for all areas. In some cases the course materials and exercises, as presented in the trainers manual and trainees workbooks, may be useful with minimal adaptation. In most cases though, specific information, text, symbols or drawings may need to be altered or replaced with others more appropriate to the specific region where the course is to be conducted. In some cases, more appropriate exercises and case studies may need to be developed. Generally, exercises and other class materials should be adjusted to better reflect the local situation in terms of: agricultural systems and agricultural extension organizations in operation in the area;

Additional materials such as practical examples, case studies and local statistics should be added to or used to replace material in the manual as appropriate.

Depending on the time available for the course (which should be influenced by the needs as determined during the needs assessment), some material may need to be cut from the course, or additional material added. The duration of discussion sessions will depend on needs, but in general, it is important that these sessions should be as long as possible.

Look at the materials in the trainers' manual with other trainers and representatives from other concerned staff. Ensure that there are also representatives from field extension staff and, if possible, women extension officers in the group. Agree upon what materials need to be adapted. cut, added to or altered.

5. Select or Adapt Methods

Training methods should be as participative as possible to have an impact, with traineed directly and personally involved in the learning. Actual methods chosen will depend on the time available and the local culture and traditions in the area where the course is to be conducted. Traditional media are particularly useful here and will vary widely from place to place. A range of possible participative training methods are discussed in Annex 4.3 as well as in the trainers manual.

Once the content and methods have been agreed upon, they need to be organized in a sequence. While doing this, consider:

The overall duration of the course needs to be planned and a schedule with approximate times for each exercise, discussion or other activity worked out. Allow as much time as possible for the discussion sessions.

An example schedule is given as an Appendix. This is intended as an idea only - time, duration and content will need to be planned to suit particular needs.

Checklist of Pre-Course Preparations

Stage 2 Implementation

In running the training course, a number of points should be borne in mind throughout

Stage 3 Evaluation

As mentioned above in Stage I, if the objectives of the course are well written, evaluation becomes a relatively simple matter of checking to see whether the objectives have been achieved.

Improving extension work with rural women is concerned with attitude change and the acquisition of knowledge. Knowledge is much easier to test than attitudes, which are built from a combination of knowledge, beliefs and values - part of our world view which can be difficult to assess. An 'attitude questionnaire' is presented in the course manual as one particularly useful way to try to give some measure of participants" attitudes. This questionnaire should be used both before and after Module I to see if there has been any alteration as a result of the module.

Course evaluation should be done at the conclusion of the course to measure change in knowledge and attitude in the short term. Ideally it should also be carried again several months after the course to see if the course has led to any changes in behaviour.

Plan for a follow-up session (arrange a meeting in six months time to see how participants have made use of the course).

Finally, it should be remembered that there is little or no purpose in conducting evaluations if the results are not then used to improve subsequent courses or other activities.

Training methods

Introduction

While planning the training course, trainers will use a range of different teaching techniques. In many cases, these can be as described in the Teaching Strategy Sections of the Trainer's Manual. Additional material may, however, be introduced by the trainer or existing material may be adapted as needed. There is no one training method which is necessarily better than others. Methods chosen will depend on the particular situation and, in most cases, a combination of methods will be most effective. Since, to a large extent, this training course depends on changing attitudes rather than only acquiring additional knowledge, training methods need to directly involve the trainees' feelings, wherever possible.

Participative Training Methods

Training methods can be grouped under three broad categories:

Whatever the method or combination of methods chosen, it is important to remember that participation and involvement of the trainee is an essential part. If the trainee is not involved in any way, very little will be remembered and the effectiveness of the learning will, therefore, be very limited. Participation, however, can take many forms. Even a lecture can allow participation of the learners if questions and discussions are encouraged. This is one of the more limited participative methods, however, and should only be used in certain situations such as an introductory session.

In general, the more the trainees are involved in the learning process, the greater the impact, and the better ideas and practices will be remembered. Lectures are usually one of the least effective methods of teaching. Practice is generally one of the best, especially if it can be made stimulating and exciting for the trainee. It is worth remembering that the more the emotions and feelings are involved, the more information will be remembered and the more likely people will be to act on the knowledge.

"Men and Women are best persuaded

When Hearts not Minds are inundated

Feelings are what drive the will

Rationality keeps it still."

(Anon - quoted in Karlins, M and Abelson, H.I (1970) Persuasion,: How opinions and attitudes are changed London; Crosby)

Possible training methods include:

1. GROUP DISCUSSIONS

Description

A group discussion is a verbal interaction between several people in a learning situation.

In a discussion the trainer asks questions and discusses a subject with the class as a whole or divides the class into small groups to discuss a topic among themselves. Small group discussions are often very useful since the trainees are more likely to criticize each other, admit mistakes or justify themselves when they are together without a supervisor/trainer. When the group is small enough (3-7) they are also more likely to contribute and to share experiences.

Discussions, however, need to be guided or structured. While holding the discussion with the whole class, it is important to ensure that it is a real discussion, rather than just a lecture with a few questions. In a small group discussion, groups should have a specific topic to discuss or an exercise, in order to keep the discussion focused.

In a discussion, the trainer does not supply answers directly, but by asking questions and guiding the discussion, helps the group to define problems and develop their own solutions.

When running small group discussions, ensure that groups report to the class to exchange findings and further develop their ideas.

When Should the Method be Used

Discussions are best used when:

Advantages

Disadvantages

2. BRAINSTORMING

Description

Brainstorming is a technique for generating innovative and creative ideas by the trainer and the group. It is a useful technique for gaining an overview of a subject before narrowing it down into practical ideas. Often solutions which would not normally occur to people, will be brought out through brain-storming.

The technique stimulates everyone to participate and gives the trainer an idea of the experience of the group. It enables the maximum amount of experience, training and ideas to be shared in the minimum time.

When should the method be used

Brainstorming should be used when first introducing a topic to bring out ideas. Ideally, the group size should not be more than 20 people.

Main steps:

1) Write the problem on the board and keep it in view.

2) Ask trainees to suggest possible solutions without considering whether ideas are practical or sound silly.

3) Ask trainees not to criticize their own and other people's contributions.

4) Suggest they add to each others ideas, e.g. ask: what else could be done in this area. Are there any similar ideas?

5) Write up contributions as fast as they come.

6) Add your own contributions.

7) Once the list is complete, review the individual points and list those which are most practical or could be altered to be practical.

Advantages

Disadvantages

3. ROLE PLAYS

Description

Role plays are a way of acting out a situation in a realistic way with minimal preparation. A situation is presented to a group and some members asked to act out the roles. The rest of the class watches the scene. The scene may be played to a conclusion or the trainer may stop the action at a critical point. At the end, the observations of the audience, as well as thoughts and feelings of the actors, are discussed by the group. However, a role play for its own sake is not very useful. Make sure you draw from the role play the points you want the trainees to grasp. Ask questions about what happened. Ask what the trainees noticed during the role play. Make sure they understand the purpose of the role play.

When Should the Method be Used

Role plays are often a very good way of introducing a topic. Problems can be seen in the role play and then discussed. It is also a good way of practicing something already learnt.

Advantages

Disadvantages

4. CASE STUDIES

Description

A case study is a description of a real situation. Case studies can be used for trainees to diagnose the causes of a problem or to identify a solution to a particular problem.

When should the method be used

Whenever the learning process may benefit from direct practice in:

Advantages

Disadvantages

Preparation of the Case Study

Case studies should be prepared with a specific purpose in mind. If trainees are expected to analyse the case study and diagnose the problems, then be sure you know what the problems are and that enough information is given. Ail case studies should include at least the following:

i) Description of the situation covering background information and main activities under discussion

ii) Positive and negative points (what is going well and what is going badly)

iii) All information needed to analyse causes/identify solutions

While it is possible to prepare fictional case studies you should be wary of inventing too much as then your case study may lack realism.

5. EXERCISES

Description

Excercises are tasks set during training in order to practice a point covered.

When setting exercises, ensure the trainees clearly understand the purpose of the exercise and the directions for completing it.

Ensure the exercises are difficult enough to challenge the trainees but not so hard and time consuming that they lose interest and give up.

At the end of the exercise, always discuss the points covered.

When Should the Method Be Used

Exercises are used to:

Advantages

6. LECTURES

Description

Organized presentations (which may use visual aids) aimed at presenting facts, experiences, concepts and principles.

Lectures can be useful and productive provided:

When Should the Method Be Used

Advantages

Disadvantages

Badly prepared lectures are probably the least helpful of all teaching activities.

Day 1

Time

Subject

Method

Materials

Duration

Comments

0900-0930

Opening ceremony

Introductory speech

 

30 mins

Opening talk by Official

0930-0945

Introduction

Participants introduce themselves

None

15 mins

 

0945-1015

Attitude measurement

Questionnaire

Questionnaire

30 mins

Distribute questionnaire explaining its purpose

1015-1045

Break

       

1045-1130

Module 1: The need to work with women

Introduction

 

15 mins

 
 

Session 1: Women's role in agriculture

Exercise 1
'Women's role in agriculture'
Discussion

Exercise sheets
Data on women's involvement in agriculture

30 mins

Make copies of exercise sheets
Obtain other local and regional data

1130-1215

Gender related responsibilities

Exercise 2
'Gender related responsibilities'
Discussion

Exercise sheets

45 mins

Make copies of exercise sheets

1215-1300

Female headed households

Discussion

 

45 mins

 

1300-1400

Lunch break

       

1400-1415

Summary of session 1

Ask participant to summarize session 1.

Others to add any points.

15 mins

 

1415-1430

Session 2: Barriers to women's involvement in extension

Introduction talk

 

15 mins

 

1430-1530

Common constraints faced by rural women

Group Exercise
'Common constraints faced by rural women'

Exercise sheets

30 mins

 
   

Presentation and discussion

 

30 mins

 

1530-1545

Break

       

1545-1600

Summary of session 2

Ask participant to summarize session 2
Others to add any points missed.

 

15 mins

 

1600-1730

Session 3: Reaching

Introduction

 

15 mins

Introduce role play. Hand out

 

women farmers:

Group discussion

Case studies

30 mins

roles to some participants for

 

difficulties faced by

Plenary discussion

 

30 mins

role play in next session

 

extension

Role play intro

Role play sheets

15 mins

 

Day 2

Time

Subject

Method

Materials

Duration

Comments

0900-1000

Role plays on women in extension from last session

Participants act out role plays prepared earlier

 

30 mins

 
   

Discussion

 

30 mins

 

1000-1015

Summary of Session 3

Ask participant to summarize session 3.

 

15 mins

 
   

Others to add any points missed.

     

1015-1045

Break

       

1045-1200

Module 2: Analysing women's activities

Introduction

 

15 mins

 
 

Session 1: What information is needed

Exercise in pairs 'information needed'

 

30 mins

 
   

Discussion

 

30 mins

 

1200-1300

Surveys

Small Group discussion of surveys conducted/results used.

 

15 mins

 
   

General discussion

 

30 mins

Give role play 'ext worker

   

Introduce role play

 

15 mins

& farmer' to two participants

1300-1400

Lunch break

       

1400-1430

Surveys

Role play

Role play exercise

10 mins

 
   

Discussion

 

20 mins

 

1415-1530

Summary of session 1

Ask participant to summarise session 3.

 

15 mins

 
           
   

Others to add any points missed.

     
 

Session 2:

Introduce session

Gender and situation analysis forms

30 mins

If equipment is

 

Gender &

     

available,

 

situation

     

video practice

 

analysis

     

interviews and

   

Practice interview

Video camera & VCR if available

30 mins

play back to participants

1530-1545

Break

       

1545-1700

Interviews

Role play

'Poor interview'

15 mins

This session should be

   

Real interviews with women farmers

 

1-2 hours

arranged at the time most convenient for the women

Day 3

Time

Subject

Method

Materials

Duration

Comments

0900-0915

Summary of Session 2

Ask participant to summarize Session 2. Others to add any points missed.

 

15 mins

 

0915-1015

Module 3: Developing Appropriate Packages

Introduce topic

 

15 mins

 
 

Session 1:

Small group

 

30 mins

 
 

Technical content

General discussion

 

30 mins

 

1015-1045

Break

       

1045-1110

Summary of Session 1

Ask participant to summarize Session 1

 

10 mins

 
 

Session 2: Access to credit

Introduce topic

 

15 mins

 

1110-1200

Credit facilities

Small group discussion

List of issues

20 mins

 
   

One group present findings, discuss together

 

30 mins

 

1200-1300

Positive and negative experiences

Small group discussion

 

20 mins

 
   

Groups present findings, discuss together

 

40 mins

 

1300-1400

Lunch break

       

1400-1430

Summary of Session 2

Ask participant to summarize Session 2. Others to add any points missed.

 

15 mins

 
 

Session 3: Developing extension packages for rural women

Introduce topic

 

15 mins

 

1430-1530

Successful and unsuccessful

Group discussions

 

30 mins

 
 

packages

General discussion

 

45 mins

 

1530-1545

Break

       

1545-1630

Labour saving devices

General discussion

 

45 mins

 

1630-1645

Summary of session 3

Ask participant to summarize Session 3. Others to add any points missed.

 

15 mins

 

Day 4 a.m.

Time

Subject

Method

Materials

Duration

Comments

           

0900-

Module 4

Introduce topic

 

15 mins

 

1015

Working with rural women in practice

       
 

Session 1: Contacting rural women

Small group discussion 'Constraints in working with women'

 

30 mins

 
   

Present results, general discussion

 

30 mins

 

1015-1045

Break

       

1045-1130

Case study on constraints

Small group discussion of case study

 

15 mins

 
   

Present results, general discussion

 

30 mins

 

1130-1200

Summary of Session 1

Ask participant to summarize Session 1. Others to add any points missed.

 

15 mins

 
 

Session 2: Time and location

Introduce topic

 

15 mins

 

1200-1300

Time and mobility

Small group exercise 'Time constraints'

 

20 mins

 
   

Groups present findings, discuss together

 

40 mins

 

Day 4 p.m.

1300-1400

Lunch break

       

1300-1345

Time and mobility

Small group exercise 'Mobility constraints'

 

15 mins

 
   

Groups present findings, discuss together

 

30 mins

 

1345-1430

Time and mobility

Case study

 

15 mins

 
   

Group discussion of results

 

30 mins

 

1430-1530

Summary of Session 2

Ask participant to summarize Session 2. Others to add any points missed.

 

15 mins

 
 

Session 3: Communication methods

Introduce topic

 

15 mins

 
 

Women in mixed groups

Small group discussion

 

15 mins

 
   

General discussion

 

15 mins

 

1530-1545

Break

       

1545-1700

Use of media

Small group discussions on use of different media and methods (one topic per group)

 

30 mins

 
   

Groups present results, general discussion

 

45 mins

 

Day 5

Time

Subject

Method

Materials

Duration

Comments

0900-0930

Summary of Session 3

Ask participant to summarize Session 3. Others to add any points missed.

     
 

Session 4: Women's groups

Introduce topic

     

0930-1015

Women's groups

Small group discussions on 'Involving existing groups' and 'Forming new groups'

     

1015-1045

Break

       

1045-1130

Case study on constraints

Groups present results, general discussion

 

45 mins

 

1300-1400

Lunch

       

1400-1530

Individual plans (cont.)

Participants present individual plans

 

1 1/2 hours

 
   

Class discussion

     

1530-1545

Break

       

1545-1615

Summary of whole course

Ask one participant to summarize each module

 

30 mins

 
   

Other participants to add points missed

     
   

General discussion

     

1615-1700

Closing ceremony

Speech & certificates (if any)

 

45 mins

 

Previous PageTop Of PageTable Of ContentsNext Page