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close this bookAppropriate Community Technology - A Training Manual (Peace Corps, 1982, 685 p.)
View the document(introduction...)
View the documentThe Farallones Institute Rural Center
View the documentCHP International, INC.
View the documentPreface
View the documentAcknowledgments
View the documentIntroduction
close this folderPhase I: Introduction to training
View the document(introduction...)
View the documentPhase I Calendar
View the documentSession 1. Sharing perceptions of appropriate technology: an ice breaker
View the documentSession 2. Defining expectations of the appropriate community technology training program
View the documentSession 3. Group resource assessment
View the documentSession 4. Appropriate educational and learning processes part 1: non-formal education (nfe) and international community development work
View the documentSession 4. Appropriate educational and learning processes part 2: adult learning theory and how it is used in this training program
View the documentSession 5. Development of facilitation skills criteria
View the documentSession 6. Cross-cultural awareness and communication
View the documentSession 7. Hollow square
View the documentSession 8. Health in a cross-cultural context
View the documentSession 9. Community resource investigation
View the documentSession 10. An exercise in problem solving: formulating a plan for well-being
View the documentSession 11. Communication and listening skills
View the documentSession 12. Construction of earthen block molds: a focus on group dynamics
View the documentSession 13. Construction of earthen blocks
View the documentSession 14. Global energy issues
View the documentSession 15. Introduction to the evaluation process
View the documentSession 16. Evaluation and integration of training themes
close this folderPhase II: Earthen construction and fuel-saving cookstoves
View the document(introduction...)
View the documentPhase II Calendar
View the documentSession 1. Environmental health and sanitation
View the documentSession 2. Traditional methods of cooking: an introduction to cookstove technologies
View the documentSession 3. Fuel-saying cookstoves: gathering information
View the documentSession 4. Cookstove design and innovations
View the documentSession 5. Thinking in pictures: introduction to design drawing
View the documentSession 6. Introduction to independent study
View the documentSession 7. Cookstove operation function and design principles
View the documentSession 8. Understanding the cookstove design process and soil mixes
View the documentSession 9. Insolation meter construction
View the documentSession 10. Cookstove construction
View the documentSession 11. Nature of volunteerism: expectations beyond training
View the documentSession 12. Food issues
View the documentSession 13. The role of the volunteer in development: definition of appropriate technology
View the documentSession 14. Stove promotion and dissemination
View the documentSession 15. Explaining completed cookstoves
View the documentSession 16. Evaluating cookstove efficiency
View the documentSession 17. Diagnosing and repairing malfunctioning cookstoves
View the documentSession 18. Other responses to fuel scarcity
View the documentSession 19. Charcoal production and stoves
View the documentSession 20. Custom and food
View the documentSession 21. Design and construction of the second stove part one: stove base
View the documentSession 22. Alternative cookstoves: presentations
View the documentSession 23. Basic nutrition
View the documentSession 24. Cookstove operation
View the documentSession 25. Cookstove development and innovation
View the documentSession 26. Cookstove information and resources/ evaluation of cookstove training
close this folderPhase III: Pedal/treadle power
View the document(introduction...)
View the documentPhase III Calendar
View the documentSession 1. Maternal and child health: part 1
View the documentSession 2. The path of the sun
View the documentSession 3. Introduction to pedal/treadle power
View the documentSession 4. Design considerations for pedal/treadle power
View the documentSession 5. Classical mechanics: principles of pedal/treadle power
View the documentSession 6. Use of appropriate aids to communication
View the documentSession 7. Maternal and child health: part 2
View the documentSession 8. Part one: familiarization with materials and tools
View the documentSession 8. Part two: familiarization with the bicycle
View the documentSession 9. Introduction to design considerations
View the documentSession 10. Presentation of designs
View the documentSession 11. Construction of pedal/treadle-powered devices
View the documentSession 12. Blacksmithing and metalwork
View the documentSession 13. Appropriate technologies for health
View the documentSession 14. Case studies in community health
View the documentSession 15. Preparation for pedal/treadle presentations* *
View the documentSession 16. Heat transfer
View the documentSession 17. The role of the volunteer in development: international development part 1: the green revolution: successes and failures
View the documentSession 18. Presentation of pedal/treadle-power devices
View the documentSession 19. Volunteers in development part one. women in development
View the documentSession 20. Mid-program evaluation part one : program evaluation
close this folderPhase IV: Solar water heaters
View the document(introduction...)
View the documentPhase IV Calendar
View the documentSession 1. The role of the volunteer in development: international development part 2: the green revolution: successes and failures
View the documentSession 2. Introduction to solar water heaters
View the documentSession 3. Assessing community water needs and uses
View the documentSession 4. Introduction to solar water heating: determining hot water demand
View the documentSession 5. Plumbing a solar water heater
View the documentSession 6. Sizing a solar water heater
View the documentSession 7. Demonstrating a technical concept
View the documentSession 8. Shade mapping and solar siting
View the documentSession 9. Design of solar water heaters.
View the documentSession 10. Construction of solar water heaters
View the documentSession 11. Multi-media standard first aid
View the documentSession 12. Wind technology
View the documentSession 13. Volunteer in development part 2: women in development
View the documentSession 14. House design in four climates
View the documentSession 15. Presentation of solar water heaters
close this folderPhase V: Solar agricultural dryers
View the document(introduction...)
View the documentPhase V Calendar
View the documentSession 1. Introduction to agricultural dryers
View the documentSession 2. Tour of solar dryers
View the documentSession 3. Solar agricultural dryer design procedures and rules of thumb
View the documentSession 4. Two-hour dryer construction
View the documentSession 5. Review of existing solar dryer plans
View the documentSession 6. Smoke testing solar dryers
View the documentSession 7. Introducing new technologies: solar dryers
View the documentSession 8. Design of solar agricultural dryers
View the documentSession 9. Site selection and preparation
View the documentSession 10. Construction of solar agricultural dryers
View the documentSession 11. Issues and methods in development and diffusion of appropriate technology
View the documentSession 12. Natural cooling
View the documentSession 13. Approaches to health systems
View the documentSession 14. Nutritional gardening
View the documentSession 15. Practical drying tips
View the documentSession 16. Cardiopulmonary resuscitation
View the documentSession 17. Dryer assessment and modification
View the documentSession 18. Introduction to cost benefit analysis (cba)
View the documentSession 19. Presentation of solar dryers
View the documentSession 20. Introduction to the final phase of the training program
close this folderPhase VI: Concluding the program: The energy fair
View the document(introduction...)
View the documentPhase VI Calendar
View the documentSession 1. Orientation to final assessment and evaluation
View the documentSession 2. Preparation for the energy fair
View the documentSession 3. The energy fair
View the documentSession 4. Final clean-up and project disassembly
View the documentSession 5. Energy fair evaluation
View the documentSession 6. Training program evaluation
View the documentSession 7. Resources
close this folderAppendices
View the documentAppendix A: Skills for development facilitators
View the documentAppendix B: Two-week workshops
View the documentAppendix C: Bibliographies

Session 1. Orientation to final assessment and evaluation

Total time:

2 hours

Objectives:

* To discuss and clarify the final assessment and evaluation process


* To develop a written, cumulative self-assessment/evaluation


* To discuss and develop a final written recommendation regarding invitations to continue Peace Corps service

Resources:

* Attachment VI-1-A, "Final Assessment Worksheet"


* Attachment VI-1-B, "Final Assessment Implementation Plan"


* Copies of the five "Trainer Evaluation Forms" and "Self-Evaluation Sheets" used during the counterpart sessions throughout the training program

Procedures:

Step 1. (5 minutes)
Begin by reviewing the objectives and explaining the goals of the final assessment/evaluation process.

Trainer Notes

The goal of the final assessment/evaluation process is to produce a written, final recommendation which will provide both participant and Peace Corps with a cumulative assessment of skill levels as well as a mutually-negotiated decision regarding suitability to continue with in-country training.

Step 2. (10 minutes)
Distribute and explain Attachment VI-1-A, "Final Assessment Worksheet," and Attachment VI-1-B, "Final Assessment Implementation Plan." Allow time for discussion and questions.

Trainer Notes

An individual worksheet should be provided for each of the four major skill areas to be evaluated (communication skills, commitment to program, technical skills and cognitive skills).

Step 3. (10 minutes)
Provide a brief explanation of the time-line of the final assessment process.

Trainer Notes

Due to the nature of the final phase of the training program, the time-line for carrying out the final assessment process should remain flexible and responsive to the needs of both participants and staff as dictated by commitments arising from preparation for the Energy Fair. You May find it helpful, however, to suggest that all final interviews be completed no later than the fourth day of the final phase. This will allow ample time for processing final recommendations prior to the departure of the participants.

Step 4. (5 minutes)
Give each participant a copy of each of the five past "Trainer Evaluation Forms" and "Self-Evaluation Sheets" explaining that they should be used as reference aids in writing the cumulative, self-assessment/evaluation.

Trainer Notes

In completing the worksheets, you may wish to ask participants to focus on providing succinct, cumulative statements of their self-assessments and to identify specific skill areas that they would like to continue to develop during training.

Step 5. (85 minutes)
Have the participants complete their written, cumulative statements.

Step 6. (5 minutes)
Collect the completed worksheets ant all copies of the "Trainer Evaluation Forms" and "Self- Evaluation Sheets."

Trainer Notes

In keeping with the Final Assessment Implementation Plan (See Attachment VI-1-B), worksheets, "Trainer Evaluation Forms" and "Self-Evaluation Sheets" should be made available to the training staff for the purpose of developing the cumulative assessment of each participant.

Based on these two written perspectives (participant and training staff), the final interview should be a dialogue between participant and staff in which final, cumulative assessment statements and the resultant recommendations for invitation to Peace Corps service are negotiated mutually and entered in writing in the column of the worksheets.

These final, cumulative statements should be typed according to the format provided below and distributed to participants for signing.

Copies of the final recommendations should be made available to participants, the training institute and to appropriate Peace Corps authorities.

Following is a suggested format for the final written evaluations/recommendations:

FINAL EVALUATION/RECOMMENDATION

(Participant Data)

Name:________________________
Program #:_____________________

(Training Institute Data)

Name:__________________________
Address:________________________

I. SKILL AREAS

A. Communication Skills
(Cumulative statement from "Final Assessment Worksheet")

B. Commitment to Program
(Cumulative statement from "Final Assessment Worksheet")

C. Technical Skills
(Cumulative statement from "Final Assessment Worksheet")

D. Cognitive Skills
(Cumulative statement from "Final Assessment Worksheet")

II. FINAL RECOMMENDATION

In view of the above evaluation, the (name of training institute) and (name of participant) mutually recommend that an invitation to further in-country training should/should not be extended at this time.

Signature of
Participant:___________________________Date:_________

FINAL ASSESSMENT WORKSHEET

Name:_____________________________
Program #:__________________________

* For the major skill area listed below, provide a cumulative assessment of skill level.
* Include reference to any specific skill areas upon which further training should focus.
* Provide a final recommendation regarding continued Peace Corps service.

Skill Area

Participant Cumulative Assessment Training Staff Cumulative Assessment

Final Cumulative Statement







Final Recommendation






FINAL ASSESSMENT IMPLEMENTATION PLAN

I. In writing, on "Final Assessment Worksheets" --

A. Participants develop a self-assessment of their skill levels in each of the four major skill areas, based on their comments on the "Self-Evaluation Sheets."

B. The training staff develops a similar assessment, based on their comments on the "Trainer Evaluation Forms."

II. During final interviews --

A. Participants and training staff discuss their respective assessment statements on the worksheets.

B. Participants and training staff negotiate final, mutually-acceptable, written statements which:

1. Represent a summary of participant's skill levels in each of the four major skill areas

2. Identify any specific skill areas which the participant may need additional opportunity to develop

3. Provide a statement of final recommendation regarding the participant's suitability to continue Peace Corps service.

III. Final, cumulative statements are typed according to a "Final Evaluation/Recommendation" format and distributed to participants for signing.

IV. Copies of the "final Evaluations/Recommendations" are made available to participants, the training staff, Peace Corps in-country representatives and Peace Corps Washington representatives.