Instances where the teacher uses indigenous materials
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Selected indigenous teaching materials.
Abstract
In the Mobile Training Scheme (MTS) project in Nepal in 1974-75 and Afghanistan in 1975-76, indigenous teaching material production played a key role. 2 main categories of teaching materials were produced. 1) Project histories briefly described a project and the problems encountered in its initiation, implementation, and maintenance. 2) Situational materials briefly described incidents that required a decision that occurred in real work situations. They were used as guides in showing how to handle similar situations and to enable examination of the elements of the situation and its handling. The selection of materials was made by the course participants in connection with the MTS team. Criteria were: connection with curriculum, showing of ways to solve a specific problem, whether it would stimulate discussion to help conceptualize causes of a problem, how well it teaches assessment of factors, and cultural values important for progress. Even incidents of failure were instructive. In producing the indigenous teaching materials, teachers and learners solved problems together in collaboration, rather than seeing experts as owning or storing knowledge. An incident from Nepal showing culture conflict is presented along with teaching notes on usage, such as discussion of one's own cultural values. A second incident from Afghanistan illustrates the need for collaboration with local influentials and the need for identifying phases of a campaign.
Abstract
In the Mobile Training Scheme (MTS) project in Nepal in 1974-75 and Afghanistan in 1975-76, indigenous teaching material production played a key role. 2 main categories of teaching materials were produced. 1) Project histories briefly described a project and the problems encountered in its initiation, implementation, and maintenance. 2) Situational materials briefly described incidents that required a decision that occurred in real work situations. They were used as guides in showing how to handle similar situations and to enable examination of the elements of the situation and its handling. The selection of materials was made by the course participants in connection with the MTS team. Criteria were: connection with curriculum, showing of ways to solve a specific problem, whether it would stimulate discussion to help conceptualize causes of a problem, how well it teaches assessment of factors, and cultural values important for progress. Even incidents of failure were instructive. In producing the indigenous teaching materials, teachers and learners solved problems together in collaboration, rather than seeing experts as owning or storing knowledge. An incident from Nepal showing culture conflict is presented along with teaching notes on usage, such as discussion of one's own cultural values. A second incident from Afghanistan illustrates the need for collaboration with local influentials and the need for identifying phases of a campaign.
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