For each topic, here are some questions to respond to:

• What do you think of this topic
• What issues are relevant to acarya education in this sphere
• What skills are required, and how do you think they can be taught
• What are your specific suggestions
• Do you have knowledge or experience of any particular resources that would support this learning process, and can you contribute something concrete in this regards
• How much time should be spent learning in this area
• Do you have some anecdotes about your own experience which would be useful to contribute to this topic
• Do you have knowledge or skills which you would be happy to share

Content areas for units to be taught to acaryas

Part D – Field training: 1 year

Internships

Ways to organise

These can involve a mentoring situation, with clearly spelled out educational parameters and learning goals. It could include working in a project and receiving support and supervision.

Action learning projects

Ways to organise

Action learning involves cycles of reflection, planning, action, and review, in a continuous pattern. How can this be incorporated into the 4th stage of training

Part E – Post graduate training: 1 year

Specialisation

Further education

This program is quite comprehensive. Nevertheless, it's a generalist education. There are many further skills required in the performance of different roles, and in relation to different projects.

For instance, there are many further managerial knowledge and skills required, especially if running a large project.

Some acaryas may be interested in developing their skills in a specific field. For instance, studying homeopathy.

Such study is always expensive – in terms of time, and often money. Its an investment in being able to offer more in the future.

Ananda Marga has traditionally been very action oriented, with less focus on long skill development and preparation periods. Times are changing, and if we are to become a more professional organisation, perhaps our values around this need to change.

But this is a discussion that needs to occur, with a range of viewpoints presented about what this means on the ground. Are individual margiis, or units, or local regions, or Sectorial offices etc willing to actually support acaryas who are engaged in further training, and therefore less available for day to day work

Or should all such training be part time

Other topics

Discussion on assessment and progression

What kind of assessment process should be performed before trainees are admitted to TC

Who does the assessing in the different units of study

Assessment is labour intensive – how much is it ok to use forms of self assessment

How are fails dealt with in trainee’s study process

What are exit points, where its clear that someone is not able or ready to develop sufficient competency.

How will subjective assessments of trainee’s personal and spiritual development be carried out

Discussion on teaching-learning methodologies

Issues

In vivo vs. distance learning

Self directed learning vs. being taught

Reading and self study vs. discussion and dialogue

Learning in the TC setting vs. internships and action learning projects

The utilisation of written resources, and limitations of that form of learning

The development and utilisation of video resources

Internet utilisation as a part of teaching-learning

Catering to individual learning styles – how much is it possible, how can it be done

Memorisation and demonstration of content knowledge – how much of this is required, and limitations of memorisation based learning.

How to cope with different entry levels of skills and knowledge

How to structure group learning; issues of people at different entry points, and when and how group learning will take place. Units involving group study need to have allocated time for the study process; the issue of individuals having different learning pace’s within that, needs to be addressed.

Comparative amount of time allowed for units.

Order units are taught in.

What kind of support is needed in the learning process, and how this can be provided

TC schedule: weighting of time to competing priorities – individual spiritual practice, group spiritual practice, domestic duties, personal space, individual study time, group study time, extra-TC activities.

The study schedule also needs to address the weighting of study time spent in explicitly spiritual units, and other units.

Discussion on TC viability

What are the overhead costs of running a TC.

What are the per trainee costs, both basic maintenance and study costs.

How should TC’s be funded.

Should entering trainees be asked for a contribution.

If trainees participate in fundraising activities during training, what should be the parameters of these.

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