Competencies-based curriculum for the field-level managers

Competencies-based curriculum is a way of approaching professional training that places primary emphasis on facilitating the participants in further developing their competencies, which are required to enable them in performing their jobs more efficiently and effectively. It aims at preparing people more effectively for real workplaces.

The curriculum uses a competencies development approach with a strong emphasis on field-based exercises using participatory methods of training and learning. The training material is developed by a competent team of experts drawn from forest, fisheries and media sectors, bringing in a truly cross-sector perspective to the whole process of capacity development. In order to assess the competencies required for specific job profiles, a capacity needs assessment (CNA) study was undertaken by the CMPA project. The results of this study formed the basis for developing a competencies-based curriculum for capacity development measures on coastal and marine biodiversity and MPA management for forest, fisheries and media sector professionals.

Training Approach and Methodology

It is a modularised curriculum, where modules are delivered using different training methods over required time periods. The modularised structure provides flexibility to adapt the contents, methods and duration of different topics based on the training needs of the participants. The curriculum uses a mix of field-based and classroom training sessions, in almost equal proportions, to facilitate the participants in applying the information from class-room sessions into the field conditions, and to understand the field-level phenomena and actions in a broader development context. A unique feature of the curriculum is to focus on the aspects of appreciation of and connectedness to nature, for which special sessions are organised during the course. For class-room sessions as well as field-exercise, the curriculum uses participatory methods of training. A participatory training is different from the conventional way of training in that, in a participatory training, learning occurs through active involvement of the trainees and it is they who develop the answers.

Following are some examples of such methods:

• Group work and presentations
• Dialogue and brainstorming
• Knowledge Café
• Role play
• Simulation (case study simulation/ video simulation)
• Online games and Mind Maps
• Case Studies
• Fish Bowl
• Icebreakers, energisers, and team-building exercises
• Nature walks and contemplation
• Under-water and coastal surveys
• Field excursions

The Trainer’s kit

This "Trainer's Kit" is useful for the faculty members, trainers and other experts delivering courses/ expeditions on "Coastal and marine biodiversity and protected area management" for the field-level managers.

The Trainer's Kit contains the following:

• Training Resource Material (8 modules): To access the Training Resource Material of Coastal and Marine Biodiversity and Protected Area Management for field-level managers
  Click here: http://indo-germanbiodiversity.com/detail-training-material-english-14.html
• Trainer’s Guide: Coastal and Marine Biodiversity Conservation and Protected Area Management for Field-Level MPA Managers, Using participatory training methods
• Trainer’s Guide: Participatory Methods of Training for Effective Content Delivery for the trainers of forest, fisheries and media sectors

Below you can have an overview and PDF’s on the trainer’s guide

An Overview of the Trainer’s Guide: Coastal and Marine Biodiversity Conservation and Protected Area Management for Field-Level MPA Managers, Using participatory training methods

• Section 1: About the curriculum and training resource material
  This section provides an overview of the concept of capacity development as understood by the team that facilitated this curriculum development, a brief history of the developments of the curriculum and training material and the pilot testing, an understanding of the expected learning outcomes for field level MPA managers, possible schedules of the training and trainers’ profile.
• Section 2: Overview of the modules and session delivery
  This section provides an overview of the eight modules with their learning outcomes, summaries, key messages and key words. A session-wise presentation of the modules contents and descriptions of the most appropriate training methods are provided.
• Section 3: Tools and handouts
  This section includes a comprehensive glossary, detailed case studies, handouts, simulation material, references and other material. The trainers can customize and take printouts for their own use or for the participants, as the case may be.

To access the PDF of the above Trainer’s Guide, click here

An Overview of the Trainer’s Guide: Participatory Methods of Training for Effective Content Delivery for the trainers of forest, fisheries and media sectors

• Section 1: Capacity Development and Participatory Training Methods
  This section provides an overview of the concept of capacity development and the philosophy behind developing a guide for facilitating trainers in delivery the contents of their training using participatory training methods.
• Section 2: Fundamental concepts of training and learning and the role of the trainer
  This section provides interesting reading for various training and learning concepts that will serve as a quick refresher for the trainers. The purpose of this section is to draw close linkages between concepts and the practical implications of such concepts used by the trainers. This section provides an overview of the concepts of learning, characteristics of adult learners, framing learning outcomes and an insight into the need to use more participatory methods while delivering the contents of this curriculum.
• Section 3: A journey through a selection of training methods
  This section provides a comprehensive list and an overview of various training methods that can be used by the trainers–either in the original form or after adaptation as necessary to suit the specific group of participants. There is an attempt to elaborate a few selected training methods and approaches in this section.
• Section 4: Planning, organizing and implementing coastal expeditions
  Field expeditions are an important tool of experiential learning for all kinds of participants. But organizing a successful field expedition needs some planning, and some rules to be followed so that the success is maximized. This section, which has been developed in partnership with the Earth Watch Institute India, serves as a guide to planning and organizing coastal and marine expeditions.

To access the PDF of the above Trainer’s Guide, click here