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How to integrate non-formal learning into training programmes
How to integrate non-formal learning into training programmes
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Designing international training programmes includes taking care of many elements.
This activity invite to focus on specific design principles and apply them to training programmes.
Explore the following training programme design elements and apply them when designing your training programme. If you have designing training programmes before, choose one training programme and review it by zooming into specific elements. If you are designing a training programme from zero, you can use the empty programme grid template.
You can do the task alone, but it is better to make it with your training team.
Step 1 - Review the training programme objectives
Before you will begin working on the training programme elements, set or review your training programme objectives.
Step 2 - Review and integrate the following elements in your training programme
If you are not sure about any of the following elements below, you can watch a video tutorial "What is Non-Formal Education? 7 principles of NFE":
GROUP DYNAMICS
How can the training programme respond to different stages of group development (forming, storming, norming, performing)?
- Identify which programme moments help the group to form, build trust, handle tensions, establish norms and collaborate effectively.
- Mark on the programme grid where each phase is most relevant.
- (If you have remaining time) Suggest methods or trainer attitudes appropriate for each phase.
- Indicate risks or needs the group may have at each phase and how the programme can respond.
LEARNER-CENTRED APPROACH
How can the programme ensure a learner-centred approach throughout the training?
- Identify where learners can influence content, methods or pacing.
- Identify where participants can potentially express and follow their interests and learning needs.
- Mark opportunities for choice, reflection, individual support or adaptation.
- Write how the trainer can build trust and empathy into the programme structure.
HOLISTIC LEARNING (Body, Mind, Heart)
How can the programme integrate cognitive learning (mind), practical/skills learning (hands/body) and emotional/reflective learning (heart)?
- Place ideas on the grid showing which parts of the programme address mind, body and heart.
- Propose methods or activities that combine them (e.g., movement, creativity, dialogue, theory, reflection) in the frame of the main theme - Competence to Manage Resources in international youth work.
EXPERIENTIAL LEARNING
How can the programme ensure that experiential learning happens consistently and intentionally?
- Mark opportunities for real or simulated experiences (watch video tutorial) linked to the training theme.
- Add ideas on how trainers can create space for reflection and meaning-making after each experience.
- Indicate which methods allow participants to draw personal conclusions and transfer insights to practice.
EXPLORING TRAINING THEME
Which methods best help participants explore and understand the main theme of the training?
- Identify moments that introduce, develop and consolidate the main theme.
- Suggest variations for different experience levels within the target group.
- Thematic ‘Red Line’ - Mark where thematic links can appear between sessions, days or activities.
- Note possible challenges and ways to support deeper engagement with the theme.
Go to the badge and submit evidence to showcase your learning and understanding of how to integrate non-formal learning principles when designing training programmes.
The Awero organisation created this educational resource and activity for the Erasmus+ Accreditation training for trainers.
This activity supports trainers' competence development in the "Designing educational programmes". Activity content and badge issuing criteria aligned with the European Training Strategy (ETS) competence model for trainers to work internationally. In particular:
- Developing an educational approach based on the principles and values of non-formal learning.
- 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’
- Demonstrates an understanding of the values and key principles of non-formal learning.
- Demonstrates an understanding of different educational methods and concepts for needs assessment.
- Assesses learners’ needs before or at the very beginning of the training activity.
- Addresses learners’ needs through an adequate and tailored educational approach.
- Maximises opportunities in programme planning for learners to connect to others that have different values.
Want to endorse (?) our organisation, this activity and/or badge - send us an email! Contact us at info@awero.org for further questions.
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Essential elements of training programmes Get this badge
This badge shows that earner has an understanding of and includes essential non-formal learning elements and principles when designing international training programmes. A person completed an activity focused on specific design principles and apply them to training programmes.
To get this badge, a trainer needed to complete the following tasks:
- Review training programme objectives.
- Review and integrate at least one (or more) essential elements elements of their training programme
Activity content and badge issuing criteria aligned with the European Training Strategy (ETS) competence model for trainers to work internationally.
Tasks
Task no.1
Evidence verified by: one activity organiser
To get this badge:
- Review your training objectives. What is your training course about? a) Main theme; b) Participants profile; c)What objectives does it have?
- Chose at least one non-formal learning element and principle to review and integrate into your training programme design. Write which element(s) have you chosen to focus from the following: a) Group dynamics; b) Learner-centred approach; c) Holistic learning; d) Experiential learning; e) Exploring training theme; f) Other, please specify…
- Give at least 1 example how you approach and integrate specific non-formal learning element into your training programme design. You can write an explanation text or upload an image or file of the training grid clearly showing how your address a specific element.
Skills
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
ETS-TR
#Demonstrates an understanding of different educational methods and concepts for needs assessment
ETS-TR
#Assesses learners’ needs before or at the very beginning of the training activity
ETS-TR
#Addresses learners’ needs through an adequate and tailored educational approach
ETS-TR
#Maximises opportunities in programme planning for learners to connect to others that have different values.
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’
Organisers
Awero
Badge issuer recognized with
Awero not-for-profit organisation manages this platform and develops it together with leading educational organisations. The European Union's programme Erasmus+ granted co-funding for building the first version of this platform. Contact support@awero.org.
Platform
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