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:
Planning which means deciding what you want to achieve and how you will do it.
Implementation which means carrying out what was planned.
Evaluation which means checking how far objectives have been achieved and planning how future courses will need to be changed to improve their effectiveness.
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:
interviews with extension staff;
questionnaires;
asking extension trainees to keep a diary of their work for a week, listing all contact or attempted contacts with women farmers;
observing them working.
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:
funds available;
training and administrative staff;
training aids and equipment available;
accommodation facilities;
transport;
time available for planning the course;
time available for running the course.
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:
design your course;
spot mistakes and omissions;
think whether you are meeting the needs of your trainees:
Is this what they need? Is this what I want them to learn?
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;
gender of the workshop participants;
the level of staff education and background/seniority;
local and traditions.
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:
time available;
span of concentration (attention can be kept for 10-15 minutes maximum, after which a talk or lecture should be stopped and an exercise, case study, role play or other participatory activity should be used;
begin with participants' own experiences and always move from:
- known to unknown;
- concrete to abstract;
- simple to complex;
give an overview of the subject before going into details.
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
Confirm dates and timing of workshop.
Select trainees/participants; confirm numbers.
Confirm availability of funds, transport, trainers/facilitators, administrative support, etc.
Confirm the availability of the workshop/training facility: sufficient accommodation, training room, eating facilities.
Invite trainees/participants and send them brief course details and requirements.
Confirm arrangements for any field visits, practical exercises and arrangements for the women farmers to visit the workshop (Module 2).
Prepare a detailed budget and arrange for paying various expenses.
Arrange opening and closing ceremonies.
Prepare certificates to be issued at the end of course (if any).
Prepare and duplicate sufficient copies of timetable, exercises, handouts/support materials and flipcharts, etc., as needed.
Collect all equipment and materials needed.
Make sure all audio visual and other equipment you will need works and is ready at the place of the workshop.
In running the training course, a number of points should be borne in mind throughout
Introduce each session, making use of the notes provided and supplemented with other materials as appropriate.
At the start of each session, ask one participant to summarize the previous session. Ask other participants to add points which may have been missed to ensure all key points have been covered.
Keep aware of the time each exercise takes. Be flexible with the time allowed. In all sessions, allow enough time for discussion, but be prepared to move on to the next session if a discussion has covered all significant points. Also, be prepared to reduce the time allowed for some sessions or cut them altogether if necessary, to keep to the total number of days scheduled.
Encourage participants to share and analyse their experiences.
Allow time to discuss individual plans.
Allow for breaks and entertainment in the evenings.
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.
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:
presentation methods, where the trainer plays a leading role (e.g. lectures, demonstrations);
interactive methods, where trainees interact among themselves as well as with the trainer (e.g. discussions, role play);
exploratory methods, where trainees are involved in specific tasks either in groups or on their own (e.g. case studies, exercises).
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:
the participants have some background/introduction in the subject to be discussed;
the group size is small (7-25);
problems need to be solved or strategies formulated.
Advantages
Use resources of group members
Encourage critical thinking
Help clarify and check assumptions
Help participants become aware of problems
Motivate for further learning
Improve communication skills
Provide an opportunity for participants to express their ideas and explore those of others
Give the trainer feedback about class progress
Disadvantages
Some participants can dominate the discussion
Can be time consuming
Can easily go off the subject
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
Highly participative Motivates trainees and livens up a particular session
Can involve all members
Provides a creative experience
Quickly demonstrates the breadth of a subject
Pools ideas
Disadvantages
Not suitable for use at the beginning of a course as ideas flow too slowly until trainees are familiar with each other as a working group
Trainer needs to be adept at making trainees comfortable about expressing their ideas in a group
Integrating ideas generated requires skill on the part of the trainer
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
To provide insights on why individuals and groups behave as they do
To provide experience in analysing interpersonal behaviour
To test different strategies for managing a situation and provide suggestions for improving communication skills
To learn what behaviour is most effective in dealing with people
For sensitivity training
To illustrate emotional dimensions of a case study
To develop communication and negotiation skills
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
Allows individuals to practice different roles in a risk free situation
Good technique to depict conflict situations
Encourages rapid problem solving
Helps trainees to see a situation from another person's point of view
Provides the group with a common experience on which to base discussion
Provides insight into behavioural patterns
Disadvantages
Some trainees may feel the role play is too artificial
Lack of planning may lead to poor results
It can be very time consuming
For good results you need confident actors
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:
problem solving;
decision making,
analysis of a complex situation.
Advantages
Particularly useful to stimulate discussion on a real situation
Useful to apply theory previously presented or to serve as a basis to help trainees extract a principle.
Good for practicing diagnosis of problems or proposing solutions without taking up too much time
Helps relate principles and concepts to practical situations
Disadvantages
It can be difficult to write appropriate case studies
Prepared cases may not fit the learning objectives
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:
Evaluate trainees' existing knowledge
Evaluate the results of a course
Revise/practice knowledge and skills
Advantages
Helps trainees remember what they have learned
Involves trainees actively in the training process
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:
They are well prepared
They are used for the right purpose
They interest and involve trainees
When Should the Method Be Used
To introduce a topic
To present knowledge and experience
To cover the main points of a subject and clarify details/difficulties
To reach a large number of trainees
Advantages
Cheap and easy to arrange
Effective to present/explain ideas and principles
Good for repeating or summarizing points previously covered
Easily combined with other techniques
Can reach large groups
Disadvantages
Inappropriate for changing behaviour/attitudes
Difficult to assess learning
All trainees must learn at same pace/cannot adjust to differences
Passive role of the learner
Low retention of information
Lecturer may talk down to trainees which adults may resent
Easy to get into the habit of lecturing regardless of appropriateness
May be dull and boring.
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 |
Exercise sheets |
30 mins |
Make copies of exercise sheets | |
1130-1215 |
Gender related responsibilities |
Exercise 2 |
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 |
Exercise sheets |
30 mins |
|
Presentation and discussion |
30 mins |
||||
1530-1545 |
Break |
||||
1545-1600 |
Summary of session 2 |
Ask participant to summarize session 2 |
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 |