Social transformation for training design

Teave

The following resource is taken from the Trainers Library with permission granted by NaturKultur.
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One definition of social transformation is the process by which an individual alters the socially ascribed social status of their parents into a socially achieved status for themselves. However, another definition refers to large-scale social change as in cultural reforms or transformations. Non-formal learning induces changes and advocates for transformation.
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It has been suggested that the educational system highlights changes in society due to the fact that it is a society that sets these norms and values which are reproduced in the educational institution. Society attempts to reproduce common values, norms and beliefs through the form of education.
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Yet as we are aware in contemporary society, education has taken many different forms- from formal to non-formal It is the belief that in today’s changing society, regardless of age, gender or ethnicity, regardless of social class there is a type of education which credits you with desirable skills for future employees.
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In the analysis of the relationship between education and social change, the question is: How does education lead to social change? In the association between education and modernisation, the main question is: what kind of education and under what conditions will it generate and strengthen the process of modernisation in a society? How much training can provide opportunities for social transformation in the specific area of Non-Formal Learning?
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Dewey (2012) asserts that social change occurs when there are structural transformations of socioeconomic, political, family, religious and educational institutions, hence leading to a more equitable and just society. In many countries for example in South America, Non-formal Learning was playing directly and clearly, this role that Dewey is representing here. The nexus between non-formal education (NFE) and social change is one that has attracted the attention and interest of scholars. Another line of argument for social change is the conscientization model by Paulo Freire (1985). Freire (1985) contended that humans are the centre of any developmental process and, therefore, human resource development should be central to this process. For instance, NFEs should eradicate poverty and disease, promote a high level of literacy and foster political action among citizens and communities.
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Social change, so, is part of the basic values of Non-Formal Education and has a very powerful and important impact on community development.
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Exercises / how to apply it in everyday work:
In your training methodology, social transformation is:
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Define how you understand social transforming your training design.
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For each of those definitions, now define why it is like this (depending on the context, your approach, and your target group?
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Is the social transformation approach always possible in design training? What are the challenges?
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To complete this learning activity, go to the badge below to upload your exercise results and share your reflection.

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Social transformation for training design Get this badge

This badge recognises individuals who have demonstrated an understanding of the role and importance of social transformation in training design. The holders have actively engaged with the concepts of social change, the relationship between education and societal shifts, and the nuances of non-formal learning. They have critically analyzed their approach to training and reflected on its alignment with transformative practices.

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Task no.1

Issued by organiser or scanning QR code

Get familiar with the content of this article and complete the practical exercise by documenting and uploading results for badge evidence. Share your reflections on the following questions:
How is important in your profession to be aware of your approach?
How do you design your training? Do you keep in mind which approach you’ll use?
Do you think that it is always possible to have a participatory approach?
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Skills

ETS-TR

#Developing an educational approach based on the principles and values of non-formal learning

ETS-TR

#Is comfortable with addressing and applying the principles of non-formal learning when designing a programme with a particular focus on ‘learner-centeredness’, ‘transparency’, ‘democratic values’, ‘participation’ and ‘social transformation’

Designing educational programmes

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Organiseerijad

International Youth Work Trainers Guild

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