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close this bookA Trainer's Resource Guide (Peace Corps, 1983, 199 p.)
View the document(introduction...)
View the documentAcknowledgments
View the documentIntroduction
View the documentEvaluation of trainer's resource guide
View the documentPeace Corps training philosophy
View the documentAssumptions underlying the peace corps training philosophy and goals
Open this folder and view contentsStandards for Peace Corps training
Open this folder and view contentsPlanning
View the documentAdministrative checklist
Open this folder and view contentsTraining concepts
View the documentBehavioral objectives
View the documentIntegrated training: Effective volunteer
Open this folder and view contentsTraining evaluation
View the documentPeace Corps: Final training-Evaluation report
View the documentProject training plan
View the documentTraining session plan

Assumptions underlying the peace corps training philosophy and goals

Inherent in the outlined philosophy are major assumptions about Peace Corps training. This section will discuss these assumptions, which are stated as ideals towards which Peace Corps will strive, and how they influence the policy recommendations.

1. Quality world-wide training requires:

- a shared philosophy and policy,
- a common, although minimum, set of standards and appropriate evaluation instruments, and
- sufficient central management structure to support, maintain and monitor delivery.

2. Since training is a dynamic process, dependent on many variables, continual assessments and revisions are needed.

Discussion: Countries at any given time have different in-country training capacity, due to the continually changes in personnel. Continuity in the designs, procedures and measurement of training outcomes will help insure a continual high quality training. Assessment procedures are needed to help improve training.

3. Each country has a staff member who is knowledgeable about and responsible for training.

Discussion: Each country is responsible for providing its own training or for monitoring contractors who provide the training. Each country must therefore have at least one staff person who is knowledgeable about and responsible for training and for providing consistency from one training event to another.

4. Peace Corps has or can enhance trainers' capacity to deliver integrated training programs.

Discussion: Staff members involved in training possess varying degrees of knowledge and skill in training. Knowledge and skill can be increased through in service staff training and workshops. With adequate time and training resources committed staff can learn to become qualified trainers.

5. There is a dependent relationship between programming and training.

Discussion: Sound training is based on the specifies of a given program. Accurate skills necessary to perform' the job should be found in the job description and project summary. In turn a good training program will provide a country with skilled Volunteers who will make a meaningful contribution to the countries' development.

6. Staff members know what should be included in Volunteers training.

Discussion: Peace Corps has benefited from years of experience in training Volunteers. Utilizing efforts to improve new training, to organize better programming, and the constant input from returning Volunteers, Peace Corps knows what is necessary to serve effectively in a county.

7. Volunteers learning is a measurable item.

Discussion: Preparing a training program in behavioral terms allows both staff and Volunteers to measure training progress towards stated goals.

8. The adult learning methodologies and techniques used in the integrated training model are ideally suited to achieving Peace Corps Training goals.

Discussion: As adults Volunteers bring to their service varied background, education and work experience. Adult learning methodologies enable us to respect them as individuals and improve their skills. Volunteers are expected to solve problems and work independently, to continue their learning throughout their service and to help Host Country Counterparts become more self-reliant. Volunteers must be skilled at actively seeking the knowledge that they will need to work effectively.

9. Peace Corps training models a specific approach to development.

Discussion: We know that Volunteers will teach and transfer skills following the manner in which they were trained. Training Volunteers to be self- reliant will help them to help others to become more self-reliance. Peace Corps emphasis in training on the local language and basing Volunteers at the village level demonstrates the commitment to working with the poorest of the poor.

10. Training is a continuous process.

Discussion: A Volunteer must learn an enormous amount of information involving a new language, technical skills and new cultural patterns. Due to the limitations of pre-service training and the fact that some training is more relevant later in the Volunteer's service, training´ must take place throughout the Volunteer's service. Concentrating the major portion of training resources during the first two months of in-country experience risks the loss of other rich opportunities for language and skill aquisition.

11. There is continuity throughout the various training events.

Discussion: In order to build from one learning experience to another there must be consistency in training goals and measurement of performance standards. Staff responsible for training need not necessarily be the same for different training events if the goals of training are consistent and training standards are applied to all trainees.

12. Training involves a qualification process; everyone interested in Peace Corps does not automatically qualify for service.

Discussion: Peace Corps service requires certain skills and strengths. The resources available for training are limited. Trainees must demonstrate that they possess the needed skills or can increase their skills within a short period of training. Training staff should do everything possible to help all trainees qualify, however, trainees have to take the responsibility for their learning.