Final evaluation

Meeting permaculture ethics and principles

  • much of permaculture education has been through the design process and the ethics and principles are often inherent within, so I had the benefit of working with well-established tutors, organisations and courses all working with the ethics and principles
  • action learning, experiential and nature-based learning is widely used and meets the ethics and principles
  • there is lots of potential to develop the permaculture learning environment in theory and in practice in relation to the ethics and principles

Realising my vision and meeting my aims

  • it was good to develop a clear training programme with aims and outcomes and steps to achieve them – this helped with managing and achieving the aims
  • I was creating beneficial connections in that many of my diploma designs fed into this one as well as in working collaboratively
  • working with Brighton Permaculture Trust – a great team of permaculturalists! – helped me in many ways to achieve my training needs: providing opportunities to support, the TTS, opportunities to convene, opportunities to work with the teaching and management team as well as be involved in the reflection and design of courses
  • I was unsure how to measure and monitor the effectiveness of the design

The design process

  • it was great to be able to use work already done for other designs, ie my Learning Base Map in the Action Learning Pathway, and then connect with other designs, ie the Forest Garden educational programme, the Right Livelihood design
  • implementation was dependent on collaboration and it went extremely well in this design as I was working with other permaculture educators, who were extremely experienced and skilled in this field
  • I had developed a clear vision for the design after the first stage of observation and was often using action learning as an incremental design process, although the discipline of going through the design process sharpened the design and implementation greatly
  • I liked separating out boundaries and resources as they are key design tools and map onto action learning methods
  • OBREDIM seems clunky as a design process in that BRD can be more snappily brought together in the A of SADIM – as long as you remember to do the B and R analysis!
  • in essence OBREDIM is little different to SADIM
  • in participating in BPT’s courses and in teaching team course development meetings, I gained a lot more clarity around the design process, in particular the aims of each phase of the design process
  • often clarity around using design tools is still lacking in participants design activities and even in diploma work – I know I was very unclear about the design process and tools for a long time
  • the scale of this design was large and often overwhelming but the maintenance plan of working collaboratively helped as well as taking time out