Join Us in a Participatory Approach to Training, Learning & Production. A Practical Guide to the Action Training Model.

Autor/inn/en	Frings, A.; und weitere
Institution	German Foundation for International Development (DSE), Bonn (Germany).
Titel	Join Us in a Participatory Approach to Training, Learning & Production. A Practical Guide to the Action Training Model.
Quelle	(1993), (159 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	3-924441-63-4
Schlagwörter	Leitfaden; Adult Education; Adult Learning; Community Development; Developing Nations; Experiential Learning; Foreign Countries; Instructional Development; Models; Participation; Partnerships in Education; Program Descriptions; Summative Evaluation; Training Methods; Workshops + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Community; Development; Entwicklung; Developing country; Developing countries; Entwicklungsland; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Teaching improvement; Unterrichtsentwicklung; Analogiemodell; Teilnahme; Hochschulpartnerschaft; Didaktik; Trainingsmaßnahme; Lernwerkstatt; Schulung
Abstract	This handbook is intended to help trainers and development workers plan and conduct training programs based on the Action Training Model (ATM). The ATM combines training with action and learning with production by building upon participants' knowledge and learning needs and involving participants in a process of active learning and cooperative development of products. Chapter 1 explains the philosophy behind the ATM and discusses the characteristics and processes of adult learning and the principles of participatory training. Outlined in chapter 2 are the emergence of the ATM; its stages (preparatory phase, guided practicum, and workshop); and its characteristic features. Chapter 3 explains how to prepare for the first ATM workshop (conducting a training needs assessment, forming facilitator teams, preparing project descriptions, recruiting participants, briefing institutions and participants, and administering the program). The roles of coordinators, facilitators, participants, and support staff in the ATM are detailed in chapter 4. Presented in chapters 5-10 are the following: guidelines for organizing an initial ATM workshop, conducting training, guiding activities between workshops, preparing for and conducting a second workshop, and staying in touch after training cycles. Contains 27 references. Appended are sample application forms, project descriptions, and summative workshop evaluations. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC