| 000 -LEADER |
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| fixed length control field |
01348pab a2200157 454500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
180718b1999 xxu||||| |||| 00| 0 eng d |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Mann, Pete |
| 245 ## - TITLE STATEMENT |
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| Title |
Can we make development training developmental? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Date of publication, distribution, etc. |
1999 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
p.105-16 |
| 362 ## - DATES OF PUBLICATION AND/OR SEQUENTIAL DESIGNATION |
|---|
| Dates of publication and/or sequential designation |
Feb |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
This article questions whether the requirements demanded for effective performance in the field of development are sufficiently addressed through training that traditionally emphasizes acquisition of intellectual competence from knowledge articulated in instruction-led teaching. Casting the task in development training as the strengthening of the capacity of practise, the author asks what kind of purpose, approach and focus in learning best responds to the demands of practitioners working in the difficult circumstances of the unknown. Three core concepts are introduced as underpinning an emphasis in development training that makes learning developmental: meta goals, experience-based problem solving and tacit knowledge. The conceptual interrelationship of all three concepts bridges the gulf in practitioner development of the conflicting thought worlds between the tacit practice of development and the explicit understanding of that practice. - Reproduced |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Training |
| 773 ## - HOST ITEM ENTRY |
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| Main entry heading |
Public Administration and Development |
| 909 ## - |
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| -- |
40444 |
