Chapter III d Characteristics as an innovation

Chapter III d

Characteristics as an innovation

The effectiveness of a training programme may be analysed and evaluated on the basis of the theories formulated by teaching specialists. There are certain criteria determined by the educational technologists. Those characteristics need to be considered in designing an effective training programme as an innovation, otherwise, they can not be considered as an effective innovation. Those theories and principles are stronger than the statistical analysis. They are more convincing than statistical supports.
Education technologists (Havelock and Havelock 1973, Warren 1978, Jung 1970, Havelock and Huberman 1977, Nisbet and Watt 1978, Mathias and Rutherford 1983, Berg and Ostegreen 1977, 1979, Rogers 1965, Doll 1974, Chambers and Powney 1982, Baldwin et al 1982, Havelock 1975, Beeby 1979, Vivian 1977, Aleydeino and Hawes 1971) have discussed many criteria. Only some of the characteristics are described here.
1. Compatibility 2. Structure 3. Relevancy 4. Divisibility 5. Duplicability 6. Linkage
7. Synergy 8. Ownership 9. Simplicity

1. Compatibility

It is important that the innovation is compatible with the existing education system so that a change in the system itself does not become a necessity to implement the innovation. If a change in the existing system is essential the programme may not be demonstrable. It seems the best way is to start an innovation with a new approach for teaching existing courses of a programme. This training programme is basically a new process for teaching existing courses.

2. Structure

The proposed training programme is structured and it has a sequence as well. Certainly as an innovation a training programme must be structured with a logical sequence.

3. Relevancy

Of course, a proposed programme needs to be relevant. The relevancy can be considered in relation to working procedure involved in teaching, courses taught currently, actual prevalent situation, available resources, etc. Those factors can be taken care in this programme.

4. Divisibility

This programme is divided into four phases. The preceding phases may be conducted independently. In other words the first phase is followed by the second phase, the second phases can not be conducted without doing the first phase and so on. The divisibility is in sequential order. This nature allows the training programme to have done in phases giving time span between phases.

5. Duplicability

The programme can be conducted in any existing situation similar to that of Nepal. No place is conceived where this programme may not be duplicated. This characteristic makes easy implementation of the programme

6. Linkage

Since the proposed training programme is for training around some courses taught in teacher training degree programmes, linkage can be established with degree programmes. This is helpful for teachers to complete some of the requirements of the degree courses at their doorsteps. Thus, there is more possibility of earning degrees by the participants.

7. Synergy

This programme is specifically designed for developing classroom teaching behaviour as demanded by the rationales of teaching and learning. So training activities are chosen in such a way so that they are always aimed at the main objective. The instructor will have to draw the attention of the trainee participants about the purpose of the training again and again whenever opportunity permits in relations to the activities being done. All activities have to be in synergy with the rationales for science teaching and learning principles.

8. Ownership

It is also equally important that the participating trainees feel the training programme their own and is also being conducted for them. For this purpose they should be involved from the very beginning in making decision to go to the next step or phase. This should give them the feeling of ownership. This characteristic also can be taken care during training programme. The instructor adopting this programme must be very much aware of this factor.

9. Simplicity

 The simpler the process the better it is understood. Known materials, relevant working procedure, familiar situation etc. are some of the aspects that makes the training simple.