Designing educational programmes

1. Developing an educational approach based on the principles and values of non-formal learning

1.1. Knowledge of the concept and values of non-formal learning as an educational practice

1.1.1. Demonstrates an understanding of the values and key principles of non-formal learning

1.2.  Knowledge of ways and methods to identify learners’ needs

1.2.1. Demonstrates an understanding of different educational methods & concepts for needs assessment

1.3. Skill to assess/analyse learners’ needs

1.3.1. Assesses learners’ needs before or at the very beginning of the training activity

1.4. Skill to adjust the educational approach to learners’ needs

1.4.1 Addresses learners’ needs trough an adequate and tailored educational approach

1.4.2 Makes adjustments if necessary

1.5. Openness & readiness for unexpected elements when defining the educational approach

1.5.1. Is comfortable with having a flexible and adjustable programme

1.6. Acceptance of the key concepts, values & consolidated practice of non-formal learning

1.6.1. Is comfortable with addressing & applying the principles of non-formal learning when designing a programme with a particular focus on ‘learner – centeredness’, ‘transparency’, ‘democratic values’, ‘participation’ & ‘social transformation’

1.7. Curiosity about learners’ needs

1.7.1. Demonstrates a genuine interest in learners’ need

2. Transferring knowledge or values related to the activity to learners

2.1. Knowledge of the concepts and methods relating to the transferability of knowledge and values to the group of learners.

2.1.1. Demonstrates an understanding of methods and approaches promoting an effective transfer of knowledge to the group of learners and addressing value systems

2.2. Skill to transfer knowledge and related values to the group of learners

2.2.1. Applies methods and approaches for the transfer of  knowledge and values in learning processes

2.3. Commitment to standing for certain contents,  knowledge and values in relation to the group of learners

2.3.1. Is comfortable with the contents, knowledge and values of the programme being challenged by the group of learners

2.4. Readiness to constantly adjust the contents and the values of the programme to the process of the group of learners

2.4.1. Adjusts the approaches and contents in relation to the group of learners

3. Integrating learners’ socio-political backgrounds into the educational programme

3.1. Knowledge of the socio-political contexts of learners

3.1.1. Demonstrate an understanding of or researches the socio-political contexts of learners

3.2. Skill to deal with the socio-political contexts of learners

3.2.1. Interprets relevant information from/about learners

3.2.2. Adjusts the methods and approaches to learners’ contexts

3.3. Readiness to challenge one’s views on the educational approach with regard to the socio-political context of the learners

3.3.1. Constantly verifies the alignment between the methods and the contexts/realities of learners

3.4. Openness and sensitivity to socio-political contexts of learners

3.4.1. Shows interest in and sensitivity to socio-political contexts of learners

 

4. Where relevant, integrating ICT,  e-learning and other tools and methods into the educational activity

4.1. Openness to the challenges related to ICT and e-learning tools and techniques

4.1.1. Is open to resistance to e-learning and makes efforts to overcome this resistance

4.1.2. Is comfortable with exploring ICT tools

4.2. Skill to apply ICT and e-learning related techniques and principles in the educational programme

4.1.1. Connects ‘offline’ and ‘online’ learning environments and links them throughout the educational process

4.1.2. Applies ICT tools and e-learning where necessary/relevant

4.3. Knowledge of a variety of ICT tools and e-learning related techniques and principles in non-formal learning settings

4.3.1. Refers to relevant ICT tools and related uses in non-formal learning settings

5. Designing an evaluation process and impact assessment

5.1. Recognition of the importance of evaluation an impact assessment during and after the educational process

5.1.1. Accepts evaluation and impact assessment during and after the educational process as natural and important

5.2. Openness to various evaluation and assessment approaches

5.2.1. Is comfortable with different evaluation and assessment approaches

5.3. Skill to connect evaluation and impact assessments with relevant conclusions for further learning

5.3.1. Ensures that outcomes are based on the content of the evaluation and impact assessment

5.3.2. Draws conclusions from the evaluation

5.4. Skill to apply evaluations and impact assessment methods and principles for designing evaluation processes

5.4.1. Applies specific assessment methods and principles in evaluation processes

5.5. Knowledge of evaluation processes and assessment mechanisms and tools

5.5.1 Is aware of different evaluation and assessment approaches and how to apply them

6. Choose and designing appropriate methods for collecting, interpreting and disseminating information (data, resources, findings, etc.)

6.1. Recognition of the importance of collecting and using information

6.1.1. Sees the collection and use of the information as natural and important

6.2. Openness to the ambiguity inherent in the information collected and to its use

6.2.1. Is comfortable with uncertainty  when dealing with and using the collected information

6.3. Skill to collect, choose, interpret and use information according to the context of the activity

6.3.1. Makes relevant use of quantitative and qualitative data

6.3.2. Interprets the information according to the context of the activity

6.3.3. Identifies the information relevant to an issue or a question

6.3.4. Defines appropriate ways to collect information

6.4. Knowledge of different ways to collect information

6.4.1. Refers to various ways of collecting information

Bookmark(0)
Close
Close