Prepare learning resources

Prepare learning resources

Training provider series: Planning an incomeoriented short training course

© Copyright EOSDP 2006Published by: PNG EOSDPWritten & developed by: PNG EOSDPProduced by: Uramina and Nelson Ltd.ISBN: 9980-937-99-XNational Library Service of Papua New Guinea

WWhhaattrreessoouurrcceess ddoo wwee

nneeeedd ffoorrttrraaiinniinngg??

YYoouu ccaann ggeett aalloott ooff eexxiissttiinnggrreessoouurrcceess ffrroommtthhee lliibbrraarryy

HHaannddoouuttss wwoorrkkbbooookkss

Contents

Prepare learning resources2

Introduction 3

Planning an income oriented short training course 4

What are learning resources? 5

Preparing learning resources 6

• Handouts 7

• How do I prepare a handout? 8

• Workbooks 9

• How do I write a workbook? 9

Step 1. Use the tasks as headings 10

Step 2. Use the steps as sub-headings 11

Step 3. Use the instructions for quality as safety as the content 12

Step 4. Add pictures and diagrams where appropriate 14

Step 5. Add activities for trainees 15

Step 6. Write an introduction and conclusion 16

Adapting existing learning resources 17

Conclusion 18

Assessment checklist 19

Appendix A: Session plan for jam making course 20

Appendix B: Sample handout for the mango jam making course 28

Appendix C: Sample handout for the training course – 30Making cocoa powder to earn an income

This module is part of a series on planning an income oriented short course. It has beenwritten for individuals or groupsinterested in organising and deliveringtraining for people with income earningideas. In particular, this book targets:

• training providers• community leaders• NGOs• church groups• individuals with some training

experience.

Prepare learning resources 3

Introduction

IItt mmeeaannss tthhiinnkkiinngg aabboouutt wwaayyss ttoo mmaakkee

ssoommee mmoonneeyy

WWhhaatt ddooeess iinnccoommeeoorriieenntteedd mmeeaann??

Learning outcome

The learning outcome for this module is as follows:

“At the end of this module you should be able to prepare learning resources for anincome oriented short training course using the formats provided.”

WWhhaatt’’ss aa lleeaarrnniinnggoouuttccoommee??

IItt’’ss aa ssttaatteemmeenntt wwhhiicchhiinnddiiccaatteess wwhhaatt yyoouu sshhoouullddbbee aabbllee ttoo ddoo aafftteerr yyoouuhhaavvee rreeaadd tthhrroouugghh tthhee

mmoodduullee aanndd ccoommpplleetteeddtthhee aaccttiivviittiieess..


IInneeeedd ttoo pprreeppaarreessoommee lleeaarrnniinngg

rreessoouurrcceess.. II’’vvee aallrreeaaddyyddoonnee mmiinnee.. TThheeccoouurrssee ssttaarrttssttoommoorrrrooww ssllooww

ccooaacchh..

This module will help you to prepare learning resources. It is only a guide for you to buildon.


Planning an income oriented short training course

To plan an income oriented short training course you should follow this step by stepprocess. Preparing learning resources is the fifth step in the process.


What are learning resources?

Learning resources are used to help the trainee learn and include:

• handouts• workbooks.

What are learning resources?

HHeerree iiss aa lliisstt ooff tthheeiinnggrreeddiieennttss ffoorr mmaannggoojjaamm aanndd tthhee rreecciippeewwee wwiillll bbee uussiinngg iinn

ttooddaayy’’ss ttrraaiinniinngg

““TThhiissiiss ggrreeaatt

II ccaann ttaakkee tthhiisshhoommee aanndd iitt wwiillll

hheellpp mmee ttoorreemmeemmbbee rr wwhhaatt

wwee ddiidd..””


Preparing learning resources

Before you can prepare learning resources you need to have written a session plan. Thesession plan helps you plan the information you are going to present to trainees during thetraining. Learning resources help the trainees to learn what you are training them to do. It isimportant that learning resources are consistent with the information you are going to cover.

If you have not completed a session plan you should refer to the module Write a sessionplan.

An example of a completed session plan is in Appendix A at the end of these notes.

HandoutsA handout is a good learning resource because trainees have written information to refer toduring the training and after the training is finished.

Handouts are good for listing instructions or a recipe that needs to be followed or fordiagrams that indicate how something is made. It is important to use pictures and diagramsinstead of lots of writing. When producing handouts you should make sure the content iseasy to read and that diagrams or pictures are clear.


How do I prepare a handout?Look at your session plan and decide if there is any information you need to cover thatwould benefit the trainees if presented in handout. Consider parts of your training whereyou are referring to:

• a list of items or ingredients• a process for trainees to follow such as a recipe• the parts of an item such as a piece of equipment.

You should use pictures and diagrams where possible as these are often more effective thanlots of writing.

An example handout from the mango jam making course is in Appendix B at the end ofthese notes. Refer to the example and check to see that it is consistent with the session planin Appendix A.

An example of a handout using pictures to good effect is in Appendix C at the end ofthese notes.

Which of these two handouts below is easier to follow?

How are tey different?



How to balance a book on your head

1. First get abook.

2. Place it flaton top ofyour head.

3. Stand still withthe book onyour head.

4. Don’t let thebook fall off.



WorkbooksThe book you are currently reading is an example of a workbook. Workbooks, likehandouts are a useful way of providing information to trainees. Workbooks have the added advantage of allowing you to build in activities and exercisesyou want to complete during the training. This helps the trainees to remember what you aretalking about and gives them something to refer back to later on.

If you are going to write a workbook for your training course you need to put the informationtogether in a way that will help the trainees to learn. This means that the information in yourworkbook should be presented in the same order that you would cover during the training.

How do I write a workbook?Use the session plan as a basis for your workbook. It contains information about the tasksthat need to be completed to achieve the learning outcome. For each task the session planincludes steps and instructions for quality and safety. These provide the framework for thecontent in your workbook. Tasks can be used as headings and steps as sub headings.Information about quality and safety can be included under these headings.

Follow these steps:

11 .. UUssee tthhee ttaasskkss aass hheeaaddiinnggss..

22.. UUssee tthhee sstteeppss aass ssuubb--hheeaaddiinnggss..

33.. UUssee tthhee iinnssttrruuccttiioonnss ffoorrqquuaalliittyy aanndd ssaaffeettyy aasstthhee ccoonntteenntt..

44.. AAdddd ppiiccttuurreess aanndd ddiiaaggrraammsswwhheerree aapppprroopprriiaattee..

55.. AAdddd aaccttiivviittiieess ffoorrttrraaiinneeeess..

66 .. WWrriittee aann iinnttrroodduuccttiioonnaanndd aa ccoonncclluussiioonn..

Use the tasks as headings

ExampleLet’s look at the jam making course as an example. Refer to the session planin Appendix A at the end of these notes.

Each of these tasks can become a heading in the workbook. Under each of these headingsyou could put the steps as sub headings and the instructions for quality and safety as thecontent.


Step 1. Use the tasks as headings

1

What are the tasks?

1. Sterilise the jars ✓

2. Prepare the ingredients ✓

3. Cook the fruit mixture ✓

4. Package and label the fruit ✓

5. Sell the jam ✓

Use the steps as sub-headings

The steps can be used to write sub headings for the workbook. Theheadings don’t have to be exactly the same wording as in the session planbut can be shortened to make the workbook more readable. Remember the

session plan is for the trainer, while the workbook is written for use by the trainees. It isimportant, however that the headings in the workbook contain the same idea as the stepsin the session plan.

Example

Using these steps as a basis the sub-headings in the workbook could be:

• Select jars for use in jam making• Wash jars and lids• Place jars and lids in the pot• Boil the jars • Allow the jars to dry.


Step 2. Use the steps as sub-headings

Tasks Steps

1. Sterilise the 1.1 Select jars

jars 1.2 Wash the jars and lids

1.3 Put the clean jars and the lids on a rack in a pot with clean water

1.4 Put pot on the stove and bring the water to a boil

1.5 Stand sterilised jars on a drying rack to air dry

2

Use the instructions for quality and safetyas the content

ExampleRefer again to the jam making course as an example. What are the steps andinstructions for quality and safety for the first task?


Step 3. Use the instructions for quality and safety as the content

3

Tasks Steps Quality Safety

1. Sterilise the jars. 1.1 Select jars. Jars must be glass. Be careful of cuts fromUse recycles jars as broken glass.this reduces the cost.Inspect the jars carefully.If jars are cracked orchipped the jam willspoil.

1.2 Wash the jars and Use warm water and lids. detergent. After

washing make sure theglasses are rinsed toremove any detergent.

1.3 Put the clean jars This is important toand the lids on a keep. The jars awayrack in a pot with from direct contact clean water. with the heat source.

1.4 Put pot on the Boil jars for 10 Be careful of burnsstove and bring the minutes. from hot water.water to a boil.

1.5 Stand sterilised Wash hands beforejars on a drying handling sterilised jars.rack to air dry.

Using this information the workbook might look like this.

Task 1. Sterilise the jars

Select jars for use in jam makingJars for use in jam making must be made of glass. If you want toreduce the cost of jam making you could use recycled jars. It isimportant that the jars have tight fitting lids.

When selecting jars for use in jam making it is important that they arefree from any cracks or chips. These will cause the jam to spoil.

When handling the glass jars be careful to avoid any sharp edgesso that you don’t cut yourself.

Wash jars and lidsJars should be washed before they are sterilised to remove anyloose material. Use warm water and detergent to wash the glassesand rinse them thoroughly to remove any detergent.

Place jars and lids in the potTo prevent the jars from cracking place them on a rack and place themin a pot with clean water. The rack will keep the jars away from directcontact with the bottom of the pot which sits on the fire or stove.

Boil the jars Bring the water to the boil. Leave the jars in the boiling water forabout 10 minutes to ensure that any bacteria are killed.

When boiling the jars be careful not to burn yourself on the hotwater or the hot jars.

Allow the jars to dryStand the jars on a drying rack and allow them to air dry. Don’t drythem with a tea towel as this is likely to contaminate the jars. Makesure you wash your hands before handling the sterilised jars so thatyou don’t contaminate them.Be careful when handling the hot jars so that you don’t burn yourself.


Step 3. Use the instructions for quality and safety as the content

Add pictures and diagrams whereappropriate

Pictures and diagrams make a significant difference to a handout. A pictureis usually more effective than words to give instructions about how

something should be done. The following picture could be used to illustrate how jars aresterilised in boiling water over a wood fire.


Step 4. Add pictures and diagrams where appropriate

4


Add activities for trainees

Having activities for trainees to complete in the workbook is an effective wayof involving trainees in the training session. This will reinforce the trainingand help trainees to remember what you covered in the training.

Activities could include:

• answering questions related to the learning material• case studies• problem solving exercises.

ExampleIn the mango jam workbook questions about food hygiene could be added to the sectionon sterilising jars.

What is food hygiene?

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Why is it important to practice good food hygiene?

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

How does sterilising the jars make the jam last longer?

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Step 5. Add activities for trainees

5


Write an introduction and conclusion

You could add a short introduction and conclusion to the workbook. Theintroduction and conclusion should be based on what you have written inthe session plan.

Example

Step 6. Write an introduction and conclusion

6

IInnttrroodduuccttiioonnThis workbook has been written to help you makemango jam. This is an important skill to learnbecause you can sell the jam at the market to earnan income. During this course you will learn how to:• sterilise jars• prepare ingredients• cook the fruit mixture• package and label the fruit• sell the fruit.The learning outcome for the course is:“At the end of the course you should be able to makemango jam to sell at the local market.”CCoonncclluussiioonnThis course has covered all of the tasks necessary tomake mango jam to sell at the market. You shouldnow be ready to make your first batch and sell itat the local market.


Adapting existing learning resources

There may be resources already written and available to you which can be used for yourtraining course. It is important when using existing resources that you check if they aresuitable for the training you have planned. You should check that the information includedin the workbook or handout is consistent with what you want to present.

You might need to make some changes to the content to:

• make the information relevant to your group of trainees• adapt the content to local conditions or community requirements• adapt to available resources, equipment, facilities, and raw materials.

To adapt existing learning resources start with the session plan. Check that the learningresources you are going to use are consistent with your:

• learning outcome• tasks and steps• instructions for quality and safety.

Adapting existing learning resources


Conclusion

Conclusion

This module has been designed to help you to preparelearning resources for an income oriented short training course.

You should now be able to prepare handouts and workbooks,or adapt existing learning materials for your training courses. Wehope this has given you some ideas to try out in your owntraining situation.


Assessment checklist

The following is an assessment checklist for preparing learning resources. For each criteriaplace either tick or a cross.

Criteria Handouts The information is clear and easy to read

Diagrams and pictures are appropriate and clear

The handout is effective in reinforcing the training

WorkbookThe workbook uses headings and sub-headings consistent with the tasks and steps in the session plan

The content of the workbook is consistent with the quality and safety instructions in the session plan

The workbook has appropriate diagrams or pictures that are clear

The information in the workbook is easy to read

The workbook has an introduction and conclusion

Assessment checklist


Appendix A: Session plan

App

endi

x A

: Ses

sion

plan

for

jam

mak

ing

cour

se

Sess

ion

plan

Cour

se t

itle:

Mak

ing

man

go ja

m t

o im

prov

e yo

ur in

com

e

Lear

ning

out

com

e: A

t th

e en

d of

the

cou

rse

you

shou

ld b

e ab

le t

o m

ake

man

go ja

m t

o se

ll at

the

loca

l mar

ket

Tim

eTa

sks

Step

s Q

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

60 m

ins

1.St

erilis

e 1.1

Selec

t jars

.Ja

rs mu

st be

glas

s. U

se re

cycle

d jar

s C

uts f

rom

Glas

s jars

with

lids

.De

mons

tratio

nth

e jar

s.as

this

redu

ces t

he c

ost.

brok

en g

lass

and

prac

tice.

1.2W

ash

the

jars a

nd li

ds.

Insp

ect t

he ja

rs ca

refu

lly. I

f jars

are

Burn

s fro

mC

lean

wate

r cra

cked

or c

hippe

d th

e jam

will

spoi

l.ho

t wate

r(fo

r was

hing

jars)

.

1.3Pu

t the

clea

n jar

s and

Large

pot

the

lids o

n a

rack

in a

(fo

r ste

rilizin

g jar

s).

pot w

ith c

lean

wate

r.

1.4Pu

t pot

on

the

stove

Boil

jars f

or 10

min

utes

.W

ire ra

ck (

to p

ut o

n an

d br

ing

the

wate

r to

the b

otto

m of

large

pot

).a

boil.

1.5St

and

sterili

sed

jars o

n a

Was

h ha

nds b

efor

e ha

ndlin

g ste

rilise

d Ki

tchen

tow

els (

for

dryin

g rac

k to

air

dry.

jars.

dryin

g jar

s).



Sess

ion

plan

Tim

eTa

sks

Step

s Q

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

75 m

ins

2.Pr

epare

2.

1Se

lect f

ruit.

Cho

ose

high

quali

ty fru

it. If

you

use

W

ear p

rotec

tive

Man

goes

(am

ount

De

mons

tratio

nth

eov

errip

e or

poo

r qua

lity fr

uit, t

he,

clothi

ng (a

pron

, hair

depe

nds o

n qu

antity

and

prac

tice.

ingred

ients.

entir

e ba

tch c

an b

e ru

ined

.ne

t, ru

bber

glo

ves)

.of

fini

shed

pro

duct)

If no

rubb

er g

love

sU

se ra

tio 5

:6:1.

are a

vaila

ble,

was

hFo

r 5 c

ups m

ango

pulp

,ha

nds b

efore

and

add

6 cu

ps o

f sug

ar,aft

erfo

od h

andl

ing.

an

d the

juice

of 1

lemo

n.

2.2

Was

h fru

it.W

ash

fruit

in c

lean

wate

r. If

the

Falls

(w

et,

Bask

et o

r oth

er

wate

r is

not c

lean,

you

will

have

tosli

pper

y flo

or).

cont

ainer

. Kni

fe,

find

some

way

to p

urify

it.

clean

, col

d w

ater,

Nev

er w

ash

mang

oes i

n ho

t wate

rbo

wl o

r col

ande

r,H

ot w

ater m

akes

man

goes

go

soft

kitch

en to

wel.

too

soon

.

2.3

Peel

and

slice

fruit

.M

ake

sure

the

piec

es a

re th

e sa

me si

ze.

Cut

s fro

m us

ing

Sharp

kni

fe.

Remo

ve a

ll sto

nes,

seed

s, an

d pi

ts. P

utkn

ives.

Bow

l.th

e fru

it in

a cle

an b

owl.

Use

woo

den,

Cut

ting

surfa

ce.

clay,

plas

tic, s

tainle

ss ste

el, o

r ena

melle

dbo

wls a

nd u

tensil

s only

. Cop

per,

bras

s,or

iron

bow

ls w

ill re

act w

ith th

e cit

ricac

id in

the

fruit

and

spoi

l the

jam.



Sess

ion

plan

Tim

eTa

sks

Step

s Q

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

2.4

Cru

sh fr

uit.

Cru

sh th

e fru

it pi

eces

with

a c

lean

Bruis

es (

from

mash

er (

morta

r and

pes

tle)

or fr

uitim

prop

er u

sepr

ess.

of p

estle

).

2.5

Add

suga

r, lem

ons

Suga

r help

s pre

serve

the

jam fo

r a lo

ngBo

wl.

and

pecti

n.tim

e. T

he a

moun

t of s

ugar

will

depe

nd

Mea

surin

g cu

ps.

on th

e sw

eetn

ess o

f the

fruit

.St

orag

e co

ntain

er (

for

You

can

extra

ct pe

ctin

from

the

peels

su

gar).

of th

e ma

ngoe

s: jus

t boi

l the

pee

ls in

Lemo

n.w

ater.

The

stick

y pe

ctin

will

float

to th

e M

ango

pee

ls (if

mak

ingto

p of

the

wate

r.pe

ctin

–opt

iona

l ste

p).

This

shou

ld b

e do

ne a

head

of t

ime.

Mea

surin

g sp

oons

.To

avo

id p

ossib

le co

ntam

inati

on a

nd

Large

woo

den

spoo

n.

food

poi

soni

ng, k

eep

wor

k are

a(fo

r stir

ring

ingre

dien

ts).

abso

lutely

clea

n.



Sess

ion

plan

Tim

eTa

sks

Step

s Q

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

120

3.C

ook

3.

1Br

ing

the

fruit

Start

to c

ook

the

jam a

s soo

n as

the

Risk

of b

urns

.La

rge p

ot.

Demo

nstra

tion

mins

the

fruit

to th

e bo

il.fru

it ha

s bee

n w

ashe

d, st

oned

, and

cut

Wea

r pro

tectiv

e ne

t,Fru

it mi

xture

.an

d pr

actic

e.mi

xture

.up

. It i

s not

goo

d to

pre

pare

the

fruit

clothi

ng (a

pron

, hair

Woo

den

spoo

n w

ithan

d lea

ve it

unt

il yo

u co

me b

ack

from

rubb

er g

love

s).

long

han

dle

(for s

tirrin

g th

e fie

ld. T

he fr

uit w

ill lo

se it

s goo

d If

no ru

bber

glo

ves

mixtu

re).

colo

ur a

nd fl

avou

r. Bo

il to

con

cent

rate

are a

vaila

ble,

was

hKi

tchen

tow

el .

the

suga

r to

the

right

leve

l.yo

ur h

ands

for a

tSt

ove

(woo

d, g

as,

least

30 se

cond

s.ele

ctric,

cha

rcoal)

.

3.2

Stir

mixtu

re.

Stir

the

mixtu

re c

onsta

ntly

so it

doe

s Ta

ble

spoo

n or

ladl

e

not b

urn.

This

is im

porta

nt b

ecau

se(fo

r tes

ting

cons

isten

cyjam

s bur

n ea

sily

if yo

u do

n’t k

eep

and

taste

).sti

rring

.Ex

tra su

gar a

nd le

mon

(for c

orre

cting

taste

).

3.3

Test

the

mixtu

re.

The

jam is

read

y wh

en it

is th

ick e

noug

hby

takin

g sp

oonf

ul an

d lea

ving

it to

cool

.If

the su

rface

of a

the

jam w

rinkle

s whe

nyo

u pu

sh it

with

a fi

nger

, the

jam

is re

ady.

If its

not

thick

eno

ugh,

leav

e it

to c

ook

a litt

le lo

nger

.

3.4

Remo

ve th

e A

fter h

eatin

g yo

u ma

y wa

nt to

do

a

mixtu

re fr

om

taste

test t

o ma

ke su

re th

e jam

has

a

the

heat.

good

flav

our.



Sess

ion

plan

Tim

eTa

sks

Step

s Q

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

60 m

ins

4.Pa

ckag

e 4.

1Pu

t jam

into

jam

Use

a fu

nnel

to p

our t

he h

ot ja

m in

to

Wea

r pro

tectiv

e ne

t,G

lass j

ars w

ith li

ds.

Demo

nstra

tion

and

label

jars.

the

hot v

ery

cont

ainer

s unt

il th

ey a

reclo

thing

(apr

on, h

airLa

bels.

and

prac

tice.

the

jars.

full.

Fillin

g th

e jar

s to

the

top

keep

s the

rubb

er g

love

s).

Glue

.air

out

. Kee

ping

the

air o

ut w

ill ma

ke

If no

rubb

er g

love

sSc

issor

s.th

e ja

m ke

ep a

long

time

.are

ava

ilabl

e, w

ash

Fabr

ic.yo

ur h

ands

for a

tlea

st 30

seco

nds

befo

re a

nd a

fter

food

han

dlin

g.

4.2

Seal

the

jars.

Mak

e su

re th

at th

e lid

s on

your

jars

are

Risk

of b

urns

from

Rubb

er b

ands

.se

aled

prop

erly.

If a

ny a

ir ge

ts in

to th

e ho

t jam

and

coo

king

Seali

ng (

paraf

fin)

wax

.jar

, the

jam

will

spoi

l quic

kly. U

se o

nly

uten

sils.

new

scre

w o

r pus

h-on

lids

, or p

araffin

wax

to se

al th

e jar

s. Le

t the

jars

cool

do

wn.

4.3

Labe

l the

jars.

Labe

ls he

lp to

iden

tify a

nd d

ecor

ateth

e co

ntain

ers.

Deco

rative

labe

ls or

acir

cle o

f brig

ht fa

bric

tied

over

the

lidca

n att

ract c

usto

mers.

4.4

Stor

e th

e jam

.St

ore

the

jars i

n a

cool

, dark

, well

-ve

ntila

ted

plac

e. T

he ja

m w

ill ke

ep

for m

any

mont

hs.



Sess

ion

plan

Tim

eTa

sks

Step

s Q

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

60 m

ins

5.Se

ll th

e 5.

1C

ost t

he ja

m.C

alcula

te th

e co

st of

all

of th

e Pa

per a

nd p

ens o

r De

mons

trate

jam.

ingre

dien

ts ne

eded

to m

ake

the

jam.

penc

ils.

and

prac

tice.

Calc

ulate

the

total

cos

t of m

akin

g th

ejam

, inc

ludin

g fu

el an

d ele

ctrici

ty co

sts.

5.2

Price

the

jam.

Decid

e on

the

amou

nt o

f pro

fit yo

u De

mons

trate

wan

t to

make

from

sellin

g th

e jam

and

and

prac

tice.

add

this

on to

the

cost

of m

akin

g it.

Che

ck th

at the

amo

unt y

ou w

ant t

o se

llthe

jam

for i

s a p

rice

the m

arket

will p

ay.

You

don’

t wan

t to

try a

nd se

ll th

e jam

for a

muc

h hig

her p

rice

than

oth

ers a

re

sellin

g th

e sa

me p

rodu

ct fo

r.

5.3

Mark

et th

e jam

.M

ake

up a

sign

to d

isplay

at t

he

marke

t to

tell

peop

le ab

out t

he ja

mth

at yo

u are

sellin

g.



Sess

ion

plan

Tim

eTa

sks

Step

s Q

ualit

ySa

fety

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

5.4

Sell

the

jam.

Mak

e ey

e co

ntac

t with

cus

tome

rs an

d

Role

play

ssm

ile. B

e pr

epare

d to

tell

them

abo

utsh

owin

g ho

wyo

ur ja

m. B

e he

lpfu

l as t

his w

ill to

app

roac

hen

cour

age

them

to b

uy th

e jam

.an

d sp

eak

toM

ake

sure

you

hav

e en

ough

cha

nge

to

custo

mers

atgiv

e to

cus

tome

rs if

they

nee

d it

whe

nth

e ma

rket.

they

are

buy

ing

the

jam.

Prac

tice

coun

ting

mone

y an

d ha

ndin

g ou

t.

5.5

Man

age

your

M

ake

sure

that

the

mone

y fro

m se

lling

Expl

anati

onmo

ney c

areful

ly.the

jam

is ke

pt se

cure

ly so

it is

not lo

stan

d di

scus

sion.

or st

olen

. It i

s a g

ood

idea

to b

ank

the

mone

y yo

u ha

ve m

ade

or u

se it

to b

uyin

gredi

ents

to m

ake

more

jam

for s

ale.



Tim

eCo

nclus

ion

Tool

s, ra

w m

ater

ials,

Teac

hing

Minu

tes

equip

men

t, lea

rning

met

hods

mat

erial

s

15 m

ins

Summ

arise

the

tasks

cov

ered

dur

ing

the

train

ing

•

Ster

ilise

jars.

•Pr

epare

ingre

dien

ts.•

Coo

k th

e fru

it mi

xture

.•

Pack

age

and

label

the

fruit.

•Se

ll th

e fru

it.Re

mind

train

ees o

f the

learn

ing

outco

mes.

Learn

ing

outco

me:

At t

he e

nd o

f the

cou

rse y

ou sh

ould

be

able

to m

ake

mang

o jam

.

Give

train

ees s

ome

feed

back

.

Tell

the

train

ees w

hat t

raini

ng is

nex

t.

Sess

ion

plan

Mango jam recipe Ingredients5 cups mango pulp6 cups of sugarThe juice of 1 lemonPectin

Instructions

1. Make the pectin

You can extract pectin from the peels of the mangoes: just boil the peels in water. Thesticky pectin will float to the top of the water. This should be done ahead of time.

2. Choose high quality fruit

If you use overripe or poor quality fruit, the entire batch canbe ruined.Wash fruit in clean water. Never wash mangoes in hotwater. Hot water makes mangoes go soft too soon.

3. Peel and slice fruit

Make sure the pieces are the same size. Remove all stones,seeds, and pits. Put the fruit in a clean bowl. Use wooden,clay, plastic, stainless steel, or enamelled bowls and utensilsonly. Copper, brass, or iron bowls will react with the citricacid in the fruit and spoil the jam.

4. Crush the fruit

Crush the fruit pieces with a clean masher (mortar andpestle) or fruit press. Add sugar, lemons and pectin.


Appendix B: Sample handout for the mango jam making course


5. Cook the fruit mixture

Start to cook the jam as soon as the fruit has been washed,stoned, and cut up. It is not good to leave the fruit to sit as itwill lose its good colour and flavour. Bring the fruit to the boilto concentrate the sugar to the right level. Stir the mixtureconstantly so it does not burn. To test that the jam is thickenough, take a spoonful and leaving it to cool. If the surface ofthe jam wrinkles when you push it with a finger, the jam is ready.If it is not thick enough, leave it to cook a little longer. Oncethe jam mixture is cooked remove it from the heat. You maywant to do a taste test to make sure the jam has a good flavour.

6. Pour jam into jars

Use a funnel to pour the hot jam into sterilised jars until theyare full. Filling the jars to the top keeps the air out and will makethe jam keep a long time.

7. Seal the jars

Make sure that the lids on your jars are sealed properly. If anyair gets into the jar, the jam will spoil quickly. Use only newscrew or push-on lids, or paraffin wax to seal the jars. Let thejars cool down.

8. Label the jars for identification

You could also decorate to make them look more attractive.Store the jars in a cool, dark, well-ventilated place. The jam willkeep for many months.




Making cocoa powder1. Sterilise bottles

Wash the bottles and the lids.Put the bottles and lids in a large pot of water and bring the water to boil.Boil the bottles and lids for 15 minutes.Remove bottles and lids from the pot and air dry.

2. Toast the dry cocoa beans

Put the beans in a large pot over the fire and toast until golden brown.Remove from the pot to cool.

Appendix C: Sample handout for the training course – “Making cocoa powder to earn an income”

Appendix C: Sample handout for the training course– Making cocoa powder to earn an income


Appendix C: Sample handout for the training course – “Making cocoa powder to earn an income”

3. Grind the toasted cocoa beans

Put the toasted beans in a clean pounding jar.Pound the beans until fine enough for sifting.

4. Sift the pounded beans

Remove pounded beans from thepounding jar and sift cocoa powder.

5. Store in sterilised bottles

Put 2 cups of cocoa powder in each bottle.Cover and close bottles tight with lids.


Notes

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