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close this bookThe Education for All Teacher-Training Package - Volume 2 (UNDP - UNESCO, 1995, 124 p.)
View the document(introduction...)
View the documentForeword
View the documentStructure and Use of the Material
Open this folder and view contentsTopic 8 Towards Functional Literacy and Beyond
Open this folder and view contentsTopic 9 Scientific and Technological Literacy and Numeracy
Open this folder and view contentsTopic 10 Education and the World of Work
Open this folder and view contentsTopic 11 ‘Quality of Life’ and Development Education
Open this folder and view contentsTopic 12 Quality Education and Standards
Open this folder and view contentsTopic 13 The Requirements
Open this folder and view contentsTopic 14 The Way Ahead

Structure and Use of the Material

The package is made up of an introductory unit, twelve substantive topics and a concluding unit. The substantive topics cover many different aspects of Education for All, ranging from access and equity to the environment for learning, and from cultural identity to scientific and technological literacy and the world of work. Most should involve three to four hours of work but three (Topics 2, 9 and 11) are each likely to require a total of eight hours. Topics 12 and 13 are of particular relevance to those in ministries, local authorities and schools who are primarily concerned with the planning, organization and administration of education. However, in view of the prevalence of one-teacher schools in some parts of the world and given the fact that it is not uncommon for teachers to be assigned administrative responsibilities without further training, early orientation in some administrative aspects of Education for All should prove useful.

The material has been designed primarily for use in in-service training courses or in a one-semester pre-service course. If it is used for self-study by teachers, the Programme should be organized in a way that will enable them to work together in groups and not be left in isolation. While the topics have been designed as a series to be covered as a whole, each is complete in itself so that, if necessary, individual units can be selected for incorporation into national or local training programmes.

Each topic is introduced by an overview outlining the nature and scope of the material together with a list of expected learning outcomes. The main body comprises a series of learning activities. These are presented in a logical pedagogical sequence, interspersed with readings and complemented by bibliographical references and suggestions for further reading and study. The accompanying audio-visual material forms an integral part of the package.

The package, as a whole, will be found to draw substantially on three specially commissioned monographs. These were published by UNESCO to provide a synthesis of the work of the series of round tables organized during the World Conference on Education for All and contain a valuable body of supporting material.

Users of the package are strongly recommended to work through the material in the sequence in which it is presented, with all ‘activities being carried out as described. These vary widely and, while some may be taken at a relatively leisurely pace, others call for considerable sustained concentration and effort. Some involve watching a video and then discussing it with colleagues. Others involve identifying issues, problems or topics for study in a particular field of education. Still others invite participants to construct models or to engage in role play and games designed to help them gain an understanding of particular concepts. Some activities are to be carried out individually, others in small groups or by all those following the course.

The intention throughout is to engage each member of the course in an active process of learning and of thinking through the questions and issues being presented. He or she must be stimulated and encouraged to interact with the other participants. Some may not be familiar with certain of the techniques, particularly role play and games. It is important for the course organizer to be aware of this, ensuring that the activities are carried out constructively and encouraging participants to recognize the value such techniques can have for their own teaching. They should certainly be encouraged to write down the results and conclusions of each activity so that at the end of the course they will take with them a permanent personal record for future use.

ACKNOWLEDGEMENTS

Africa Group Co-ordinators:

Dr Richard Hodzi

Former Chairman
Department of Science and Mathematics Education
University of Zimbabwe
and
The UNESCO Subregional Office
for Education in Southern Africa, Harare

Asia Group Co-ordinator:
Development Academy of the Philippines

Caribbean Group Co-ordinators:
The Caribbean Joint Board of Teacher Education
and
The UNESCO Office, Kingston, Jamaica