non-formal learning
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introduction: The trainer should be able to apply and not only to know the principles of non-formal learning and, in a way, transforming them into their sessions and passing them to the participants. The principles of non-formal learning should be the basis of the understanding and practices of training proposals and having a clear aim of having an impact on…
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Introduction: A ‘one-size-fits-all’ approach cannot be used for learners in general and especially for those who are at risk of leaving education early, or for those who have already done (so) that or they are living in disadvantaged conditions. They need individualized educational responses. This refers to the content of the learning and the way it is delivered, as well…
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Introduction: The training development should always be based on learners’ needs and how to fulfill them in a significant giveaway. Based on learners’ needs, we develop the learning objectives of the training and the methods/activities that are functional to their achievements. When we discuss learners’ needs and methodology for assessing them, we open a wide theoretical and practical chapter that…
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Introduction: As trainers in the field of non-formal education, sometimes we are more aware of methodologies rather than the inner essence of the concept and values that are the basis of this approach as an educational practice. It is very important to distinguish that when you plan the training activities, to understand why some methodologies have been created, but also…
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Why did I choose this tool? Reflectly is a very easy to use and also kind of a fun way to reflect on the day and on different topics about yourself, your work, people, values, behaviours, dreams, etc. How does this apply to being a trainer? Being a trainer requires a lot of analysis of what is happening in the…
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Why did I choose this tool? I chose this tool because of its simplicity as an introduction to the educational relationship that can be achieved while working with groups of (young) people. In order to establish a relationship with a learner as a skill, the main approaches for creating professional relationship need to be internalized, practiced and reflected. How does…
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Why did I choose this tool? Building a relationship is somewhat magic and individual in each case. Therefore there are no universal rules that would guarantee an educational relationship. This is an incomplete list of ideas that might work. How does this apply to being a trainer? A youth worker and a trainer in the youth field both do educational…
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Why did I choose this tool? This is a very short and simple theory to become more aware of how you are positioning yourself in a group and the educational interventions that you are choosing in the training programme. Some of them may come intuitively while it is important to maintain awareness and targeted choices. When combined with Tuckman’s Group…
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