No. |
Session |
Duration |
Major Objectives |
Methods |
1 |
Introductions |
1: 00 |
· to facilitate introductions |
Concentric circles mapping |
2 |
Goals and expectations |
0: 45 |
· to make sure trainer and trainee expectations match |
Individual exercise sharing |
3 |
Framework and content |
0: 45 |
· to clarify the objectives/expected outputs of the training |
Lecturette posters of training process |
4 |
Principless of design |
1: 00 |
· to use pre-workshop exercise information and participants' experience and knowledge and link these with stove designs and stove projects |
Brainstorm transfer to index cards |
5 |
Raw materials |
1: 00 |
· to provide guidelines for choosing stove materials |
Lecture with transparencies |
6 |
Promotion and benefits |
1: 00 |
· to brainstorm possible benefits, indirect and direct, from an improved cookstove and project |
Consumer and seller game discussion |
7 |
Combustion stations and processing |
2: 00 |
" to fulfill participants expectations for technical information before addressing gender and field exercise 1 |
Short introduction with transparency |
8 |
Gender |
1: 30 |
· to challenge the idea that gender is only related to women |
Drawing and gallery viewing |
9 |
Overview of mud stove construction |
0: 45 |
· to explain the purpose of mud stove construction |
Lecturette with transparencies |
10 |
Mud stove construction |
4: 00 |
· to construct different mud stove designs |
Stove construction |
11 |
Guidelines for field exercise 1: community context |
1: 00 |
· to explain the purpose of the field exercise |
Observing and listening games |
12 |
Field exercise 1: community context |
2: 30 |
· to observe and collect real information about the community context from a case study community based on new understanding |
Field exercise |
13 |
Stove selection stage 1 |
2: 30 |
· to critically analyze information gathered to determine parameters of a stove design and stove project |
Group work Poster making Presentations |
14 |
Heat transfer and heat loss |
1: 30 |
· to provide information on the mechanisms of heat transfer, maximizing heat use in a stove design and decreasing heat loss |
Lecture with written exercise sheets |
15 |
Kitchen |
2: 00 |
· to illustrate the importance of the kitchen in assessment and the consequences of ignoring the kitchen environment |
Role plays lecturette |
16 |
Combustion quiz |
1: 00 |
· to get participants to use basic combustion concepts to make decisions about stove design |
Game show quiz with one-minute lectures when necessary |
17 |
Stove parts |
1: 00 |
· to give an overview of the stove parts |
Lecture with transparencies quiz |
18 |
Stove types |
1: 45 |
· to get participants integrating technical and social information in modifying or choosing stove designs for certain social contexts (some participants' working areas) |
Small group work presentation and discussion |
19 |
Combustion and heat transfer |
1: 00 |
· to evaluate traditional stove designs from participants' working areas based on combustion and heat transfer concepts |
Question and answer led discussion |
20 |
Overview of brick stove construction |
0: 30 |
· to explain the purpose of brick stove construction |
Lecturette with transparencies |
21 |
Brick stove construction |
4: 00 |
· to construct different brick stove designs |
Stove construction |
22 |
Guidelines for field exercise 2: kitchen, user and traditional stove |
0: 30 |
· to explain the purpose of the field exercise |
Lecturette |
23 |
Field exercise 2: kitchen, user and traditional stove |
2: 45 |
· to observe and collect real information on a specific user and het kitchen on a specific user and her kitchen and traditional stove from the case study community based on new understanding |
Field exercise |
24 |
Stove selection stage 2 |
2: 30 |
· to give participants and training team the opportunity to ask clarifying questions and challenge modifications/stove designs decided upon by the field exercise groups |
Gallery viewing question and answer, discussion |
25 |
Stove dissemination |
2: 15 |
· to introduce dissemination and listen to what participants want and need to learn about dissemination |
Small group work |
26 |
Subsidies |
0: 30 |
· to debate the issue of subsidies |
Debate |
27 |
Overview of mud stove finishing |
0: 30 |
· to give an overview of the mud stove finishing the needs to be done |
Lecturette |
28 |
Mud stove finishing |
4: 00 |
· to finish constructing the mud stove designs |
Finish stove construction |
29 |
Guidelines for field exercise 3: dissemination |
0: 30 |
· to explain the purpose of the field exercise · to familiarize participants with the tools and techniques used during the field exercise (resource profile) |
Working through exampless |
30 |
Field exercise 3: dissemination |
2: 45 |
· to explore the dissemination of the current stove and other technology dissemination systems in existence in the case study community |
Field exercise |
31 |
Stove selection stage 3: |
1: 30-2: 00 |
· to critically analyze information gathered to determine dissemination strategy |
Presentation |
32 |
Monitoring and evaluation |
1: 00 |
· to give an opportunity for participants to express their understanding and feelings for m&e |
Free brainstorming |
33 |
Indicators |
1: 00 |
· to define indicators |
Brainstorm |
34 |
Guidelines for field visits/stove performance analysis |
0: 30 |
· to explain the purpose of the field exercise |
lecturette |
35 |
Field visit |
3: 00-4: 00 |
· to make participants critically think about and discuss the varied reasons for stove acceptance or rejection |
Small goup work |
36 |
Trouble shooting |
1: 00 |
· to emphasize that m&e must result in action and thereby stress the purpose of m&e |
Brainstorm |
37 |
Stove selection stage 4: workplan |
2: 00 |
· to critically anlayze information based on stove design and dissemination pattern selected for the case study community to determine a workplan |
Group work |
38 |
Overview of training |
1: 30 |
· to review the content of the training |
Lecture |
39 |
Application |
6: 00 |
· to get the participants deciding about a future stove design and program in their own working areas |
Individual work with possibility for private consultation with training team |
40 |
Evaluation of training |
0: 45 |
· to evaluate the training |
Individuals write on index cards |
Source:Adapted from Asia Regional Cookstove Program (ARECOP) (no date).
Trainer Manual: Improvement Stove Selection and Dissemination, Yogyakarta, Indonesia.