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The Trainer's Guide : Participatory Training Methods The Trainer's Guide : Participatory Training Methods

Date de mise en ligne: 13.04.2015
Date modified: 13.04.2015
Taille du fichier: 5.35 MB
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Since the beginning of the UN Decade of Education for Sustainable Development (2005-2014) it has become increasingly evident that Human Capacity Develop-ment (HCD) measures require participatory teaching and training methods that mo-tivate and enable learners to change their behaviour and take action in the pursuit of sustainable development. HCD Pro-grammes develop competencies such as critical thinking, imagining future scenarios and making decisions. All are designed to promote sustainable governance, decentralization and local finance management. This learning can only be achieved in a collaborative fashion.

To this end, new approaches to the way training courses, work-shops and seminars are delivered are required. The importance of the role of trainers and the facilitators cannot be overempha-sised, as it is they who need to stimulate learning and knowledge sharing by creating the appropriate environment and applying effective methodologies. The purpose of this Train-the-Trainer (TTT) Handbook is to support you in this task. In this light, we have laid out a wide variety of options available to facilitators to make the interactive learning process as successful as possible. It is not only the content which matters but also the methods through which the aims of the training are achieved. Additionally, the training isn’t just about a participant’s intellectual capacity but also about his or her emotional intelligence.

A slight change in training methods could yield extremely posi-tive results, in for example, the behaviour of participants. Such a change can lead to participants becoming employees who have an amazing ability to think outside the box. They also of-ten take initiative within their workplaces, progressively putting into motion an organisation-wide change.

We have drawn on materials selected from the practical train-ing experience of authors from Malawi, Mozambique, Zambia and beyond. We have been guided by a “hands on-approach.” We provide some theoretical background information but the main focus is on concrete examples and recommendations which each of you, as individual trainers and facilitators can adapt according to your specific and unique environment and educational setting. You will find that many of the ideas and techniques suggested are interlinked to some degree. For those who wish to go deeper into the theoretical aspects, the litera-ture section at the back provides suggestions for further reading. This handbook is written by practitioners for practitioners. We hope that it may “Kupha mbalame ziwire ndi mwala umodzi”, as people in Malawi say, i.e. “reaching two birds with one stone.” Firstly, we hope that you enjoy reading it to further develop your own facilitation skills; secondly, it is our hope that you ap-ply the various participatory methods described to the benefit of your students and participants, enabling them to reach their full potential in their respective fields.

We have developed a similar manual under the expert guidance of Dr. Alexander Loch for Indonesian trainers and facilitators. This manual acted as a reference point for the new TTT Hand-book, “Participatory Training Methods.”

Developing this handbook would not have been possible without the generous support of a wide variety of colleagues and institutions. I would like to thank our trainers, especially Nancy Munthali from Malawi and Andrew Mwinga from Zambia, my colleague Ulrike Nonn who co-manages our projects with enthusiasm, Patrick Little, Pukhraj Choudhary and Uwe Krappitz for the frequent and intensive exchange of ideas and for providing valuable feedback to the manuscript; Agus Palupi contributed the illustrations and Rendel Freude de-signed the layout.

We would also like to thank the Federal Ministry of Economic Cooperation and Development (BMZ) for funding this handbook.

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