|APPEAL - Training Materials for Continuing Education Personnel (ATLP-CE) - Volume 3: Equivalency Programmes (APEID - UNESCO, 1993, 69 p.)|
A. PERSONNEL TO BE TRAINED
Equivalency programmes personnel should be trained to make them more effective in the planning, implementation and evaluation of the equivalency programmes. The following personnel should be trained:
1. Level A - Senior administrators and policy makers
2. Level B - Regional or Provincial Supervisors including trainers Of trainers
3. Level C - District and Local teachers and field consultants
With regards to the training curriculum for personnel at different levels, please see Chapter 9 A Training Curriculum for Continuing Education Personnel of ATLP-CE; Volume 1.
B. TRAINING CURRICULUM FOR EQUIVALENCY PROGRAMMES (EP) PERSONNEL
The training curriculum for the three levels of EP personnel is based on their duties and tasks. These personnel therefore, have to be trained on the curriculum suggested in Tables 9.1, 9.2 and 9.3 in Chapter 9 of ATLP-CE Volume I with special attention to the following duties. A Task-oriented training curriculum is indicated for each taste
1. Level A
Duty a: Assess and strengthen the present equivalency programmes.
1) Develop assessment techniques and procedures of EP.
2) Review EP policies.
3) Review existing accreditation/certification systems in EP.
4) Compare with EP of other countries.
5) Make policy recommendations for strengthening EP.
Duty b: Advocate acceptance of EP by central agencies.
1) Analyse roles of GOs and NGOs in EP in the country (who is doing what and how?)
2) Prepare special materials on EP to sell the idea to other GOs and NGOs.
3) Organize ways and means to motivate GOs and NGOs in implementing EP.
Duty c: Assess and strengthen EP coordination
1) Coordinate all relevant agencies
2) Make sure that all involved have a cleat perception of the roles of each lead agency and supporting agency.
3) Develop linkages and networking.
4) Review existing coordinating mechanisms.
5) Make recommendations for strengthening coordination.
Duty d: Mobilize human and financial resources.
1) Develop ways and means of motivating educated manpower in the implementation of EP.
2) Identify sources of funding and mobilize these far EP.
Duty e: Undertake field visits to review application of theory.
1) Develop guidelines for regular visits to EP organizations and centres for purposes of evaluation and motivation.
2) Undertake field visits to EP organisations and centres.
2. Level B Personnel
Duty a: Publicize EP in the province
1) Collect data about providers of EP.
2) Prepare and disseminate inventories on the existing EP.
3) Publicize EP through mass media and other outlets.
Duty b: Provide a community-wide consultancy service in EP.
1) Identify areas needing consultancy services in EP.
2) Establish a data bank on the existing EP, including lists of human, institutional, and material resources.
3) Develop the expertise needed by staff and consultants who provide consultancy services to EP.
Duty c: Undertake relevant researches including impact studies
1) Undertake action research on all aspects of EP.
2) Design and undertake impact studies on EP.
Duty d: Prepare equivalency programme rules and regulations.
1) Obtain and help formulate background information on philosophy and general policy regarding EP.
2) Adapt rules and regulations on EP at regional/provincial level.
Duty e: Organize equivalency tests
1) Devise tests based on behavioural objectives to be attained by learners.
2) Devise tests to measure the competencies attained in EP.
3) Accredit various institutions implementing equivalency programmes.
4) Collect and maintain records.
Duty f: Advocacy for equivalency programmes.
1) Utilize records on existing EP.
2) Encourage institutions to be involved in EP.
3) Train Level C personnel to enable them to mobilise all GOs and NGOs to be involved in EP.
4) Help individuals obtain qualifications by alternative means.
3. Level C Personnel
Duty a: Promote understanding of EP.
1) Explain EP.
2) Explain how one can participate in EP.
3) Show others how to organise EP.
4) Discuss the role of EP in lifelong learning (continuing education).
5) Review the benefits of EP.
Duty b: Apply motivational and communication skills.
1) Undertake public relations.
2) Motivate potential learners in EP.
3) Utilize various types of delivery systems in EP.
4) Utilize and mobilize resources for EP.
5) Build an EP network.
Duty c: Promote leadership skills
1) Review qualities of an effective leader in EP.
2) Develop leadership skills in others involved in EP.
3) Utilize local wisdom or values to enhance leadership in EP.
Duty d: Mobilize resources and organise learning centres for EP.
1) Develop guidelines for a community-based learning centre (Chapter 5, ATLP-CE Volume 1).
2) Utilize a learning centre for EP.
3) Mobilize resources of the learning centre for EP.
Duty e: Identify and utilize local personnel for EP.
1) Develop and inventory of available local personnel for EP.
2) Act as an effective change agent in the community.
3) Develop local personnel to be active implementors of EP.
4) Organize a placement plan for local personnel implementing EP.
Duty f: Establish linkages for EP.
1) Identify national, regional and provincial networks for EP.
2) Utilize identified networks for EP.
3) Implement and support all local aspects of the networks.
C. TRAINING IN THE CONTEXT OF CONTINUING EDUCATION
Under ATLP-CE, Equivalency Programmes are one type of continuing education. This is because they provide learning opportunities for adults who have completed primary education or its equivalent.
The implication for training is that personnel involved in initiating, designing, promoting and administering EPs should perceive the broader CE context of their responsibilities. That is the reason why in Volume I of ATLP-CE (Chapter 9) general duties and tasks applicable for all aspects of continuing education are presented as the core of training for all personnel involved in continuing education, no matter which type may represent their speciality.
The list of duties and tasks listed in Section B above represents an expansion of the «general continuing education duties and tasks» as they would need to be interpreted by specialised EP personnel, together with duties and tasks of direct and specific concern to EP personnel alone.