In addition to providing already developed curricula, Freedom from Hunger supports interested implementing organizations in learning the principles of curriculum design, so that they can develop new curriculum to meet the particular needs of their clients. The typical design process follows the Seven Steps of Planning, as shown in the diagram and described below. Freedom from Hunger can provide tools, training and technical assistance for any or all of these steps.

Market Research

Once a topic idea for new curriculum is identified, often through expressed desires of clients or staff observations, market research is conducted.  Market research helps the implementing organization answer specific questions about clients’ knowledge, skills, attitudes, behaviors and resources in the topic area.  Depending on the capabilities and preferences of the implementing organization, they can use individual interviews, focus-group discussions, questionnaires, games, simulations or other participatory rapid appraisal tools to conduct the research. 

Who and Why

Analysis of the market research results allows the implementing organization to define the curriculum’s “who” and “why.”  The “who” involves both the client audience and the curriculum’s facilitators (often the organization’s field staff).  Specifically, the organization must clearly understand the clients’ needs, skills and resources and the facilitators’ skills and experience.  The “why” is the curriculum’s overall purpose.  Again, the organization must clearly define and agree upon the desired behavior change they wish to achieve through the curriculum.

When and Where

Next, the organization makes key decisions about the curriculum’s “when” and “where.”  These decisions involve the following:

• Time Frame—Given how often clients meet, what is the desirable length of time for each activity and for completion of the entire curriculum?

• Site—Where will the curriculum be facilitated?  What resources and limitations does that location have?

• Materials—Which materials are available to the facilitators and which are not? 

• Logistics—What other logistical considerations are there for effective facilitation of the curriculum?

What

With an understanding of the curriculum’s audience, purpose, “when” and “where,” the organization is able to define the curriculum’s content.   The content, or “what,” is the knowledge, skills and attitudes that the clients need to learn through the curriculum in order to adopt the desired behavior(s).  In particular, the organization must ensure that there is not too much “what” for the “when.” 

What For

Then the organization translates the content into specific achievement-based objectives, the curriculum’s “what for.” The achievement-based objectives focus on outcomes for clients; in other words, what clients will do with the content by the completion of the curriculum. 

How

Equipped with a list of achievement-based objectives, the organization finally turns to designing the curriculum’s learning activities that will accomplish the objectives.  The activities must also be grounded in adult learning principles and practices appropriate for poor clients with limited education. 

Prototype Testing

Finally, with a prototype curriculum in hand, the organization is ready to train staff to facilitate and test it in target markets.  Testing results, collected from observations, interviews or group discussion with clients, surveys and/or staff debriefing, allow the organization to refine and adjust the curriculum before full roll-out.