Training for trainers manual


Editorial

Whithin many contexts, and especially within a refugee camp, games, sports, arts, theatre, dancing, singing are usually seen as recreational activities made to help children to escape from the roughness of their lives for some hours.

We believed that those activities can be way more than just recreational. If they are run by trained educators with individual and collective educational goals they can contribute to reduce trauma, enable individual resilience and peace building, especially in the context of refugee camps.

That’s why we decided to launch a 3 year programme called « Animation Kurdistan » to experiment and frame this methodology in refugees and IDPs camps as well as youth centers of Kurdistan. It was run from September 2016 to August 2019 by the Danielle Mitterrand Foundation in partnership with the French organization Leo Lagrange Federation and the Kurdish Iraki organizations Civil Development Organization (CDO) and Public Aid Organization (PAO). Inspired by the « popular education movement » (also referred as non formal education), 43 facilitators and 12 trainers from all the areas of north Irak and several local NGOs and youth centers received 1 year long term training and organized non formal education that benefited to more than 8000 children.

What we witnessed and assessed during those 3 years proved that this methodology when properly adapted and with educators well trained, can have, with very low means, significant impact on children’s well-being as well as on communities.

The booklets you are about to read are one of the main outcomes of this programme.

They aimed at providing support for any organizations and persons to organize educational and peace building activities for children as well as training frames for trainers and facilitators). Three booklets are available in English, Kurdish (Sorani) and Arabic. One for facilitators, one for trainers and the last one for trainers of trainers.

It is the fruit of months of practices in various environments as well as theoretical inputs provided by different educators from Irak, France and other parts of the world. We warmly thank them and sincerely hope it will be useful for you in your further activities. You can spread it as you like and feedbacks and suggestions are welcomed.


Index

Editorial

What is non-formal education?

Pedagogical principles applied in non-formal education

What is Resilience?

Learning Theories
– Howard Gardner’s Theory of Multiple Intelligences
– David Kolb’s learning styles model and experiential learning theory
– The VAK Learning Styles Model

Who is the NFE Trainer?
– What should the NFE trainer know?
– What should the NFE trainer be able to do?
– What attitudes and values should the NFE trainer adopt?
– Which behaviour should the NFE trainer demonstrate?
– Communication and posture
– Self-assessment

Professional code of the trainer

Who is the learner?
– Some tips to keep in mind when working with adults

Designing and delivering a training
– The diagnosis
– How and when to Identify the Needs of the Participants?
– Analyse data
– What is an Educational Objective?
– From objective to activity or how to build a session
– Logistic elements you need to consider when planning a session
– How to manage time
– Give and Receive Feedback
– Delivering a training
– How to manage the group
– Monitor and Evaluate

Methods–Activities–Games: the construction bricks of NFE
– Methods

Theoretical contributions
– The game
– Interpersonal Communication
– Stereotypes, prejudices and discrimination
– Gender issues
– Inclusion, motivation and participation
– Participation
– Motivation
– Children Rights
– Authority and sanction
– Emotions

Syllabus of the TFT course
– The six areas of trainers intervention
– Profile of participants
– Structure of the Training process
– The daily schedule
– Sample of a daily schedule
– Designing a training session
– Example of sessions

Annexes
– The project
– Trainer’s capacity Self-Assessment Tool

Bibliography
Acknowledgements