Observations and Note Taking Classroom observation is another form of ongoing assessment.
Development programmes can only realise their full potential if knowledge and technology are shared effectively, and if populations are motivated and committed to achieve success.
Unless people themselves are the driving force of their own development, no amount of investment or provision of technology and inputs will bring about any lasting improvements in their living standards.
Communication is central to this task in many ways. For example, it enables planners, when identifying and formulating development programmes, to consult with people in order to take into account their needs, attitudes and traditional knowledge. Only with communication will the project beneficiaries become the principal actors to make development programmes successful.
Helping people at all levels to communicate empowers them to recognise important issues and find common grounds for action, and builds a sense of identity and participation in order to implement their decisions.
On top of that, development involves change, new ways of doing things. Will people have the confidence to make a project work?
Will they acquire the new knowledge and skills they need? How can barriers of illiteracy be overcome? Communication media and techniques can be powerful tools to advise people about new ideas and methods, to encourage adoption of those ideas and methods, and to improve training overall.
Communication approaches are also invaluable for improved coordination and teamwork to manage development programmes, and to gain institutional support.
We live in a communication age, and the full impact of communication on development is just starting to be seen. Based on the experience of FAO and other agencies, communication for development has reached the stage where it can have a noticeable and rewarding effect on many development programmes.
This booklet not only promotes the concept of development communication but, more important, it also describes how achieving its full potential to support development requires executive decisions by national planners and policy-makers.
As the world moves towards greater democracy, decentralization and the market economy, conditions are becoming more favourable for people to start steering their own course of change.
But it is vital to stimulate their awareness, participation and capabilities. Communication skills and technology are central to this task, but at present are often underutilized. Policies are needed that encourage effective planning and implementation of communication programmes.
The new development context Major changes and new emphases have appeared on the development scene. Societies are opening to debate and markets to individual initiative; privatisation and entrepreneurship are being encouraged; new technologies are becoming widely available; management of government services is gradually being relocated closer to the users, if not handed over directly to users themselves, in order to cut costs and seek partners more committed to effective implementation.
Indeed, a host of structural adjustments are profoundly affecting most aspects of production and human interaction. These structural adjustments make demands, and have direct economic and social effects on people. Governments of developing countries can no longer fulfil all social and regulatory services by themselves, especially in rural areas.
Many economies are overwhelmed by the cost of servicing their foreign debt, and governments are under stringent requirement from international financial institutions to reduce spending. In their quest for greater cost-effectiveness in all their operations, governments must have the active support of, and a greater contribution from, the people.
Governments are thus obliged to seek new and perhaps unfamiliar partners, ranging from local leaders to people in a variety of non-governmental organisations. These people are accordingly obliged to shoulder new and perhaps unfamiliar responsibilities.
Furthermore, as we near the end of the century, a number of specific issues have come clearly into focus as being central to socio-economic progress, equity, social stability, to the future of humanity- and perhaps even to its survival.
The environment and its relation to sustainable agricultural development and food production present an enormous challenge. A prime consideration is the proper use and conservation of natural resources.
These resources are often degraded at the hands of impoverished rural people who have no immediate alternative for meeting their needs for land on which to grow food, and for fuelwood.
Their abuse of forest areas, with the negative consequences of soil erosion and dwindling water resources, will only be halted through new schemes of employment and income generation and through applying conservation techniques.
Such solutions, however, will have to be made acceptable to local people, many of whom will need considerable encouragement and training in new skills. The provisions of Agenda 21, which emerged from the UN Conference on the Environment and Development held in Rio de Janeirowill only become a reality through large-scale changes in attitudes and behaviour in societies worldwide.
Population growth is exerting pressure on natural resources, on food production and on the ability of governments to provide basic services and employment opportunities. Population growth depends on choices made by individuals.
Helping people to make more informed choices by raising their awareness of the implications of family size and unwanted pregnancy, and of methods of contraception, requires much more than simply sending out messages.
Instead it requires learning, from people and their leaders, how to make such issues socially acceptable and worthy of urgent action.This develops language as well as social skills like empathy. Make your requests clear, simple, and appropriate for your child’s age and ability.
For a 1-year-old, . munication skills, cognitive development, sensory motor skills, and creative development. Activities are organized Infant and Toddler Activities: Young Infants, Mobile Infants, and Toddlers Resource Chapter 6 Look at communication as social interaction.
reflection to my leadership skills. It has taught me to recognize the relationship between my feelings and my job performance as a school leader. I am definitely more in touch with my values as an educator as a result of working with SEL at my school. I realize that it is . 10 Tips to Develop Effective Workplace Communication Skills.
By Michael Lewis Posted in: Careers, and shared experience. Be physically available and “walk the walk,” and let your people know you are with them through the good and the bad. 6. Assign Tasks Directly and Clearly even during . Each description of your work history and volunteer experience should be clear and concise, yet descriptive.
After reading your description, a prospective employer should know exactly what your responsibilities were, what skills you have developed, where your . Social development during early childhood will help your child get along with family members, classmates, and even co-workers later in life.
Early child socialization is tied in with many types of development. Emotional development is impacted by social learning and skills.