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Non-formal Learning Principles in Training Design
Non-formal Learning Principles in Training Design
Lisätiedot
Non-formal learning takes place through planned learning activities where some form of learning support is present, but it is not part of the formal education and training system.
Non-formal learning
Non-formal learning is a targeted learning process that supports the development of an individual: their social transformation, potential, creativity, talents, initiative and social responsibility as well as the acquisition of relevant knowledge, skills, attitudes and values. It is understood as a form of learning that takes place outside institutional contexts (e.g. school).
Non-formal learning in youth work training settings is often structured, based on learning objectives, takes place during a certain period of time, involves specific learning support, and is intentional (and voluntary). Non-formal learning is based on a series of educational values and principles.
Principles of non-formal learning
The principles of non-formal learning are agreements on which the organisation of non-formal learning is based.
Watch the video to explore most commonly mentioned principles.
Source: YOUTRAIN project, International Youth Work Trainers Guild Youtube Channel
Active and Self-directed participation in the learning process.
Creating spaces for participants to follow their interests and needs: It requires open-ended methods and enough capacities in the team and group to provide multiple options.
Question to explore: How can a trainer ensure that there is space for participants to engage actively and pursue their learning needs?
Experiential learning.
Trainers' task is to ensure that a certain topic has time planned for experience, reflection and generalisation.
It requires providing possibilities to gain authentic experience and draw own conclusions and recommendations.
Question to explore: How can a trainer ensure that training programme embraces experiential learning?
Group - oriented learning. This principle is about ensuring that trainer provides space for the group to grow and discover it's own resources. It's also about choosing the right role and attitude at diverse group dynamic phases.
Question to explore: What role to take and what method to choose for intervention in the group at certain group dynamic phases?
Holistic learning. It is about ensuring that people learn by involving their mind (cognitive aspect), hands (skills development), and heart (feelings, intuition).
Question to explore: How can holistic learning principles be integrated in the youth work training context?
Value - based learning. The values of non-formal learning are connected to personal development (e.g., independence, critical thinking, openness, curiosity, creativity), social development (e.g., the ability to interact, participative democracy, solidarity and social justice, responsibility, problem-solving) and ethics.
Question to explore: How can a trainer integrate and demonstrate value-based approach in youth work training?
Learner - Centred Approach. Educational relationship based on trust and empathy between trainer and learner.
It is about building relationships where learner has safe space to grow, to be understood, valued and supported by the professional.
Question to explore: How can a trainer build trustful and empathic relationships in the the youth work training context?
Voluntary participation in learning. This principle is about free choice of learning to take the learning journey and pursue one's own goals. It involves other voluntary choices, such as recognition, validation, or assessment.
Question to explore: How do we balance voluntary engagement with a need to ensure structure and methods to deliver educational objectives in the training context?
This activity supports trainers' competence development in the "Designing educational programmes" and "Facilitating learning" areas. Activity content and badge issuing criteria aligned with the European Training Strategy (ETS) competence model for trainers to work internationally.
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Non-forma Learning Principles in Training Design Hanki tämä merkki
Non-formal learning takes place through planned learning activities where some form of learning support is present, but it is not part of the formal education and training system.
Non-formal learning
Non-formal learning is a targeted learning process that supports the development of an individual: their social transformation, potential, creativity, talents, initiative and social responsibility as well as the acquisition of relevant knowledge, skills, attitudes and values. It is understood as a form of learning that takes place outside institutional contexts (e.g. school).
Non-formal learning in youth work training settings is often structured, based on learning objectives, takes place during a certain period of time, involves specific learning support, and is intentional (and voluntary). Non-formal learning is based on a series of educational values and principles.
Principles of non-formal learning
The principles of non-formal learning are agreements on which the organisation of non-formal learning is based.
Watch the video to explore most commonly mentioned principles.
This activity supports trainers' competence development in the "Designing educational programmes" and "Facilitating learning" areas. Activity content and badge issuing criteria aligned with the European Training Strategy (ETS) competence model for trainers to work internationally.
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Taidot
ETS-TR
#Developing an educational approach based on the principles and values of non-formal learning
ETS-TR
#Demonstrates an understanding of the values and key principles of non-formal learning
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