Section 1: What should your students learn?
• An overview of teaching • Community Analysis • Task Analysis • Planning Lessons and Curricula

Part 2 of 4 / 31 pages

Section 3: Checking your students have learnt

• General issues in assessment • Assessment methods

Part 4 of 4 / 19 pages

• Contents • Introduction

Part 1 of 4 / 5 pages

Section 2: How to help your students learn
• Introduction to teaching methods • How to teach attitudes • How to teach skills • How to teach knowledge

Part 3 of 4 / 36 pages

Section 2: How to help your students learn
• Introduction to teaching methods • How to teach attitudes • How to teach skills • How to teach knowledge

Part 3 of 4 / 36 pages

Section 3: Checking your students have learnt

• General issues in assessment • Assessment methods

Part 4 of 4 / 19 pages

Section 1: What should your students learn?
• An overview of teaching • Community Analysis • Task Analysis • Planning Lessons and Curricula

Part 2 of 4 / 31 pages

• Contents • Introduction

Part 1 of 4 / 5 pages

First published in 1980 with help from WHO. Our updated version has been edited to make it shorter and more manageable. It is designed to help teachers running longer courses (around 6 to 12 months).

The book was originally written specifically for Health Care Staff. But if you want to train workers in a different field, read the manual and see if, in your mind, you can replace each health example with another from your own field. The basic principles of training stay the same whenever you train someone to do a job.

F.R. Abbatt
2002, Amsterdam

First published in 1980 with help from WHO. Our updated version has been edited to make it shorter and more manageable. It is designed to help teachers running longer courses (around 6 to 12 months).

The book was originally written specifically for Health Care Staff. But if you want to train workers in a different field, read the manual and see if, in your mind, you can replace each health example with another from your own field. The basic principles of training stay the same whenever you train someone to do a job.

F.R. Abbatt
2002, Amsterdam