The learning strategies will require participants to commit 150 learning hours of which 79 hours will consist of contact time.

Learning time takes two forms:

Mandatory: (Input Days delivered in Country)
Sessions will `normally' comprise the following activity types;
- seminars and workshops to generate learning conversations, discussion, reflection and exchange of ideas;
- practical workshops for the analysis and discussion of issues, documents and materials;
- live and simulated case-scenario activities to establish connections between the workplace and issues raised by the programme;
- critical feedback from peers and tutors on presentations, workplace experiences and standpoints taken on issues raised in taught sessions;
- work related learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- support from the peer group through collaborative learning activities
- lectures and presentations by the tutor;

Mandatory Personalised: 71 Hours of learning as determined by personalised action plan.
This learning will `normally' comprise the following activity types;
- Guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates;
- Individual telephone / web based tutorials to support development of understanding;
- Case-study activities to establish connections between the workplace and issues raised by the programme;
- Work Related Learning - e.g.; professional dialogue, attendance at network meetings, which provide the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches
- VLE (Blackboard) will be used to facilitate exchange of ideas and access to specific resources and activities. Participants will be required to use word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies

This module aims to give participants an awareness of the complexities of leading and managing people and change. The module includes a review of relevant theory and practice in relation to:
- The implementation progress of the action plan
- Deployment, participation and prioritisation
- Recording differences between the plan (before), and the actual (during)
- Elaboration of plan with process maps and appropriate measurement.

University e-resources
Award resources on VLE
Award resources on netbooks
Award resources - hard copy of core module resources held in Addis Ababa

A reflective journal (2000 words equivalent) Tests learning outcomes 1-2
Kept during the process of implementation. The journal will demonstrate the participant's critical analysis and evaluation of their own personal practice. It will demonstrate personal learning by setting experience against theoretical models explored in the module

Besette, G (2004) 'Involving the community: a guide to participatory development communication' Southbound/IDRC
British Deming Association (1995) Flowcharting: how and why? BDA booklet A17. British Deming Association
Chambers, R. (1997) Whose reality counts? Intermediate Technology Publications
Crawford, D. (2000) 'A day in the life of a development manager' in Eade, D (ed) Development Management. Oxfam.
Edwards, M & Fowler, A (2002) NGO Management . Earthscan
Roche, C. (1999) Impact assessment for development agencies: learning to value change. Oxfam.
Thomas, L. et al. (1985) Self Organised learning: foundations of a conversational science for psychology. Routledge