# Recent Graduates Re-Teaching a Curriculum Makes It Local ## Claim A workshop curriculum becomes more durable and more locally relevant when its most recent graduates re-teach it, rather than when delivery stays with the original designers. <!-- atomicity: 1 idea ✓ --> ## Scope & conditions - Recent graduates remember what was confusing, which the designers have forgotten and cannot recover by trying. - They also carry the local context the original designers did not have, which is what makes the second delivery different rather than merely cheaper. - Requires the curriculum to be written down well enough to hand over — an undocumented course cannot be re-taught, only re-invented. - Quality dips before it rises; the first graduate-led cohort is the cost of the mechanism. ## Evidence From the account of students building 108 websites in two weeks in Bangladesh, where graduates re-teach subsequent cohorts. ## Links - [[Ask the Room What It Knows Before Teaching It Anything]] — the same programme's other durability mechanism - [[Teaching a Concept Cements Understanding Better Than Consuming It]] — why the mechanism also benefits the graduate doing the teaching - [[3. Resources/MOCs/DevRel MOC]] — the DevRel thread on curriculum durability.