Guide for trainer

Introduction

The Electronic Manual on CD-ROM is developed on the basis of the Curricula and includes theoretical chapters on the above mentioned modules, Power Point Presentations (PPP) for each module and practical exercises. The manual on a CD-ROM is developed for trainers and has double value: it could be used for preparation to the lectures by reading and printing necessary information, but as well it could be used by trainer during the lecturing by employing the Power Point Presentations prepared for each module.

Additionally to the articles on the main topics of the Curriculum, the CD-ROM includes practical exercises, glossary of the main terminology and links with other projects and networks on the issues of gender equality. 

The practical exercises intend to represent a way of making the best of the theoretical knowledge, showing the trainees how to handle and use different types of information & data. In the same time, the practical exercises constitute a didactic support for the trainer, who can better exemplify the theoretical aspects and facilitate understanding in his/her relation with the trainees.

The exercises have different levels of difficulty, so, it is at trainer’s own decision to choose the order in which they will be introduced in the teaching-learning process.

We selected the following types of practical exercises:

  1. Group work
  2. Case study
  3. Role-playing
  4. Brainstorming
  5. Debating

Short description of technique for practical exercises (prepared by the GEO, Romania):

Group work is a generic term for multiple techniques in which two or more students (more than six is not recommended) are assigned a task that involves collaboration and self initiated conversation. Group work is considered vital to education because among other reasons, it offers an embracing affective climate, promotes learner responsibility and autonomy, and is a step toward self directed learning. Group work embraces games, role-play and simulations, drama, projects, information gaps, jigsaw techniques and buzz groups or Phillips 66 (groups of six working for six minutes).

Case study is refers to real life problems narrated with a story telling quality and challenges participants to find recommendations and solutions to the problems. They are mainly used in teaching knowledge, values and attitudes. Also it is appealing to use realistic details, descriptive situations, put the words in the mouth of the protagonists like in a real novel and give a complete view; but depending on the experience of the participants it is possible to leave room for speculation and mystery.

Role-playingis a re-creation of a real life situation, which involves acting it out in front of the group. It can be spontaneous or guided by the teacher, is useful for the development of interpersonal skills and the affective domain and can induce a real experience of emotions.

The term brainstorming has become a commonly used word in the English language as a generic term for creative thinking. The basis of brainstorming is generating ideas in a group situation based on the principle of suspending judgment - a principle which scientific research has proved to be highly productive in individual effort as well as group effort. The generation phase is separate from the judgment phase of thinking.

Brainstorming is a process that works best with a group of people when you follow the following four rules:

  1. Have a well-defined and clearly stated problem;
  2. Have someone assigned to write down all the ideas as they occur;
  3. Have the right number of people in the group;
  4. Have someone in charge to help enforce the following guidelines:
    1. Suspend judgment;
    2. Every idea is accepted and recorded;
    3. Encourage people to build on the ideas of others;
    4. Encourage way-out and odd ideas.

Debating/discussing is a technique in which participants are allowed to express their point of view and to bring arguments for it. Arguments pro and against are accepted if sustained with rational proofs and evidences. Logics and mind connections are used to allege and maintain ideas, motives, and arguments. Final conclusions belong to the group, based on agreed statements.

Value of the GET course (ECTS, contact hours)

Course will constitute one credit of the European Credit Transfer System for non-formal adult education. Total duration of 27 academic hours, including: 15 contact academic hours (12 academic hours for theory and practice and 3 academic hours for certification) and 12 academic hours for student work (at home).
 

Content of the course

Duration in academic hours

 

Total

Theory

Practice

I. Theory & practice:

12

6,5

5,5

1. Aim and objectives of the course.

0,3

0,3

-

2. Gender equality in European Union (machinery and policies)

0,6

0,6

-

3. National machineries and policies on gender equality

0,8

0,5

0,3

4. Gender and political and public life

1,0

0,5

0,5

5. Gender and labour market

1,0

0,5

0,5

6. Gender and health

1,0

0,5

0,5

7. Gender and family

1,0

0,5

0,5

8. Gender and violence

1,0

0,5

0,5

9. Gender and social life (with special emphasis on ageing population)

1,0

0,5

0,5

10. Gender and education

1,0

0,5

0,5

11. Gender and rural areas

1,0

0,5

0,5

12. Gender and economic development

1,0

0,5

0,5

13. Lifelong initiatives and projects on implementing gender equality in Europe

1,3

0,6

0,7

II. Student’s work (at home)

12

 

 

III. Assessment and certification

3

 

 

Teaching & learning strategies:

  1. Teaching using Power Point presentations on CD-ROM and handouts.
  2. Active learning from each other using round table discussions, practical exercises and case studies.
  3. Homework, including analysis and study of the following project outputs, which could be find at the Project web-site and studied on-line or printed for the participants :
    1. Comparative Analysis of Gender Equality Structures;
    2. Tools for change: a Good Practice Guide Promoting Gender Equality through Education & Lifelong Learning;
    3. Needs Analysis on Lifelong Learning Training on Gender Equality for the Project’s Target Group;
    4. Survey Report on Indicators of Gender Equality/Inequality.
  4. Assessment and certification, which consists of two stages: completion of multiple-choice test and active participation in the problem-based group discussion. The multiply-choice test is added to the Annex 1 for this Trainer‘s guide. This test could be modified by trainer.
  5. Practical Instructions about the duration and concrete tasks of all practical exercises are given in the CD-ROM in the parts “Practical exercises”.

Required teaching / learning facilities:

  1. Classroom for 10 – 20 participants.
  2. Multimedia projector and laptop.
  3. CD-ROM with Power-Point presentations.
  4. Flipchart.
  5. Paper and pens.
  6. Learning materials: Comparative Analysis of Gender Equality Structures, Tools for change: a Good Practice Guide Promoting Gender Equality through Education & Lifelong Learning, Needs Analysis on Lifelong Learning Training on Gender Equality, Survey Report on Indicators of Gender Equality/Inequality.
  7. CD-ROMs:  “Women’s Human Rights”, “Gender Equality and Rural Women”, “ProACT – Self-employment Handbook” which are outputs of other European projects.
  8. Multiple-choice test for assessment (see annex 1).
  9. Template for Certificates (see annex 2).

Assessment / evaluation strategies

Certification will be provided to trainees, who have proven their understanding of subject and have shown activity and competence in the group discussions. Assessment of trainees’ knowledge will be performed in two steps:

  1. Trainees will be asked to complete a multiple-choice test (see Annex 1) that will help to assess their knowledge. Time given: 10 – 15min. For certification, it is required to provide correct answers to at least 50% of questions. The right answers are also provided in Annex 1 to help trainer with evaluation.  General time consumption (including organization of test and checking over the answers of trainees) is 1 academic hour.
  2. Trainees will be divided into groups of 2 or 3. They will be provided with problem-based case studies. The case-studies could be used from the practical part of the CD-ROM (whose which were not used during the training course) or could be selected from the booklet “Tools for change” in the web-site of the project. The discussions within the groups will be set in order to perform analysis of the situation described. Each group will present its work to the whole class and the tutor, who will make evaluation of trainees’ competence and activity in the group discussions. General time consumption is 2 academic hours (group work – 0,5 ac. hour, presentation – 0,5 ac. hour, final assessment and certification (1 ac. hour).

Annex 1. Multiple-choice test for assessment

Annex 2. Template for Certificates


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