Difference between scheme of work and                       lesson plans            .                                                                                      
* The scheme of work sets out what you are planning for the whole twelve or thirty weeks of the course on a session by session basis while a lesson plan is finer grained and looks at what you are going to do within each presentation 

what I learn on 22 -3-2011

What I learn for day 22-3-2011

Set up training levels

·         Consider the importance of the training items

·         Consider the relevancy  of the training items

·         Create or level the training items depending on the above results

Set the subjects and consolidating training objects

·         Make the structure diagram of necessary abilities

·         Name the training course 

·         Considering the duties and the training items one the ability card

·         Name and deicide  the order of the subject to be taught by considering the duty and the training items levels and the important

·         Beast the training items of the respective duty and subject    according to the order of instruction and important

·         Describe the training objectives as per the pasted training items of each  duty above

Describe the program in the training time table  

·         Frame a training schedule

·         Consider the duration of the course ( short /long term )

·         Consider number of  days

·         Consider  break and launch per a day

·          Consider opening and closing hours

·         Consider total training hours per a day

·         Consider training  subjects  per a day

·         Determent training hours per a day

·         allocate the  subjects for as per number of day and hours

·         decide on the instructors for instruction for each subject ,decide on the date ,day and time for instruction for each instructors

·         make a weekly  / monthly /annual training schedule

  drawing up plan for material ,equipment and facilities

·         name of course

·         training subject

·         training items

·         training facilities

·         training equipment

·         training material

in the last day were completely drowning up  the planning course about fishing

what I learn on 21-3-2011

What I learn today for day 21 -3-2011

Developing the curriculum

-          What is a good curriculum

-          The definition of curriculum

-          Factors affecting curriculum

1-   What is the curriculum

Curriculum is a group of subject or courses offered by an education institution or department to achieve a goal which must be mastered by the student /trainees and be certificated

 

2-   Factors affecting curriculum  development

·         Training needs

·         Training courses

·         Training courses contents / subject s

·         Training objectives

·         Duration

3-   Methods

-          The way deliver the content / the subject matter  

-          Various methods are used for instruction : ( lecture , practical /exercise ,demonstration, discussion , brain storming , questioning techniques )

-          In vocational training , demonstration is used thence more practical then theories

4-   Dacum

Means methods of developing a curriculum, this methods is based on occupation analysis

5-   Cudbas

Means methods of curriculum developing based on ability structure, curriculum developing using the necessary abilities of  a person expected to perform a task

What I learn in the first day in courses :-

In the fisrt day we start at 8 o’clock we start with orientation   . and in orientation we start produce our self for this people and then them also after that  coordinate toke us to visitations the workshops and there 7 workshop in nakawa vocational training insinuate  :

1-Electrical section

 Electric board 

2- Electric machine

Electric control        

                                     

Control home of Electrical

4-staff of mtvc ana wvtc group

the key of learning in workplace

Five key premises are proposed in presenting a case for a pedagogy

for the workplace and a workplace curriculum according to stephen billett

                                             
                                         KEY PREMISES

First, learning is takenas something that occurs as part of everyday thinking and acting.

It is not reserved for the classroom or the training room; it is

ongoing in our everyday experiences. If we are thinking and acting,

we are learning.

Second, rather than being premised on the instructional and

curriculum practices of educational institutions, a workplace curriculum

needs to be founded on the contributions and circumstances

afforded by workplace environments

Third, it is inadequate to believe that learning simply by 'just

doing it' will suffice. There are clear limitations to learning in workplaces

as part of everyday work. These are more obvious when access

to appropriate guidance and support is lacking. You only have to

experience the services and products of those who lack adequate

preparation to understand these shortcomings.

Fourth, workplaces are contested terrain. This contestation

manifests itself in relationships between workers and management,

within and between work teams, in the division of labour and among

affiliated groups in the workplace. There are also divisions premised

on gender, age, affiliation, bases for employment and ethnicity. Contestation

can result in the inequitable distribution of opportunities

for learning vocational practice. Certainly, not all interests will be

aligned to assist learners to develop their vocational practice. In some

cases, there are quite legitimate concerns about displacement by

experienced workers. \Vorkplace factors such as these influence

individuals' access to activities and guidance-the very bases for

learning in workplaces.

Finally, the ideas in this book are not meant to deny the

important contribution to the development of vocational knowledge

provided by educational institutions. Perhaps the most desirable form

of initial preparation for the vocations and their further development

is through the kinds of integrated experiences enjoyed by apprentices.

This is most potent when the contributions of the school,

college or university-based and workplace-based components are

complementary