Adult Learning and Participatory Training

Definition Training (event): Dictionary definition = activity leading to skilled behaviour Interpretation = skills development leading to a defined learning outcome Event = time bound Skills development, learning and knowledge

Learning as children Do you remember going to school? Did you like it? If you did, why did you like it? If you did not, why did you continue to go to school?

Child and adult learning Children: Told what to learn Accept information at face value Learn for long-term future Adults: Decide what to learn Take in information based on experiences Learn for immediate use

Child and adult learning (continued) Children: Have little ability to serve as a knowledgeable resource to the teacher or the rest of the class Adults: Have experiences and skills to share with the facilitator and the other participants

Summary: Adults learn best when… They know why they are learning They use their own experiences They use a problem-solving approach The topic is of immediate value Learning involves an active process of reflection and discussion

Learning styles Some people learn by hearing and listening. They are called AUDIO or AUDITORY learners.

Learning styles Some people learn by seeing, watching or reading. They are called VISUAL learners.

Learning styles Some people learn by doing. They are called KINAESTHETIC or TACTILE learners.

I hear, and I forget I see, and I remember I do, and I understand Chinese proverb

Effective training? In the past, much ‘training’ looked like this:

Participatory training Training based around adult learning principles looks more like this:

Participatory training: key features Both trainers and trainees are knowledgeable and experienced- there may not be one right answer The training event is a learning experience for both trainer and trainees Most of these key features are taken from http://www.fao.org/forestry/foris/pdf/gender/tr-e01/tr-e01.4.pdf Go through the points on the slide, expanding/giving examples as necessary: Trainer’s role is to ask questions and facilitate discussions: they are not the source of all knowledge. They understand that people may know the ‘answers’ already but someone needs to ask the right questions to push them to work things out for themselves (The mind is not a cup to be filled, but a fire to be ignited) Both trainers and trainees are knowledgeable and experienced: It is important to remember that everyone has something to offer. Everyone should reflect on her/his own, then share their ideas, experiences and expertise: Learning from real situations that participants have experienced makes the workshop/training more relevant Trainees are active and analytical, asking questions and exploring alternatives: As the first point Trainees develop their own answers. Indeed there may be many different answers: it is important to remember that in many situations, there is no one, correct answer. People need different answers for different situations. The training event is a learning experience for both trainer and trainees: as above, the trainer does not know everything. In facilitating training, you often learn more about a topic or about the process of facilitation. No two training events are the same!

Role of the facilitator “The mind is not a cup to be filled, but a fire to be ignited” Ancient Greek saying, Plutarch

What are some alternatives to lectures?

Top training tips 1 Keep lectures short!! 2 Mix up activities buzz groups, small group and large group discussions 3 Use flipcharts for brainstorms and hang results up 4 Get participants to talk within first 5 mins On

How can you make your training more participatory? Think about this training workshop… What aspects have helped you to learn? What other thing could you do to facilitate learning?

Making a plan What is the problem? What is your objective?

Conclusion What have you learnt? What will you do differently?

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