Tips for Facilitators
Being part of a group can greatly enhance learning by sharing experiences and ideas. The success of a learning/training group is often linked to the leadership qualities and skill of the facilitator. Whenever possible, group facilitators should:
Supplement and contextualize the activities and reading materials – The facilitator will need to be familiar with the content of the entire section/program ahead of time, in order to select the most appropriate or priority learning activities, depending on the particular needs of the group. Additional, local materials can be selected to supplement and to contextualize, as desired by the facilitator, for example, ministry of education strategies and policies, education cluster materials.
Involve your learning group in the shaping of the learning program – If you engage your learners in making collective decisions about, for example, priority topics, speed of learning, number of readings and expected preparation and follow-up work, then the learners are likely to feel ownership of the program. They will want to see the program through to the end and to make the most of the learning experience.
Be creative to address possible language challenges – The program inevitably depends on a relatively high level of English comprehension. Texts within a section and the accompanying resource materials are of a technical nature and demand a good command of the language. However, without translating every document, a group learning process may be designed to ensure that all participants have grasped the content; for example, by having texts read and tools examined in English but then summarized and discussed in your local language.