|| Work in progress, expect frequent changes. Help and feedback is welcome. See discussion page.
DRAFT Workshop Plan
* No. of NGOS: who?
* No. of people / roles: Managers, Programme Coordinators/Leaders
* 1 facilitator: Debasaki
* No. of resource persons: who?
Practical Skills Development & Learning Materials Development
- How do NGOs and youth leaders develop materials on Youth4Peace
- What are the skill & capacity needs of NGOs related to materials development?
- How can individual leaders develop specific learning activities for identified issues.
- community groups - art, drama, etc. (perhaps where men and women participate equally)
- To develop skills, and learning materials that will help youth leaders (and NGOs) respond to local community needs.
- To develop relationships and policies in order to consolidate they Youth4Peace network beginning in Sierra Leone, and elsewhere.
- To develop a better understanding of the principles of effective learning activities
Objectives & Outputs
Leadup to the Workshop
- Participation in online discussion group.
- Participants choose a topic area to assist learning. We can encourage people to share their ideas / thematic topics on the group list, publish on the wiki, etc.
- for example, a participant might choose a football video to develop questions around fair play.
- Facilitator PRINTS Learning Activities Handout from the Commonwealth of Learning
- Agenda developed and finalised on the wiki.
Participants "Bring" to the Workshop"
- topic to develop learning activities around
- "cultural artifact" from your culture - clothing, carving, music, image, artwork, song (they sing), dance, etc. - something that's important to them
DAY 1: June 22, 2009
9-11 am - Welcome
|Welcome & Process (30 minutes)
- Welcome messages (CYP, COL)
- Explain rationale for Peacebuilding and Learning Activities
- Explain how we got here and online discussions (themes), what is going to happen in this workshop, why it is different
(: Hint - because it is not about dialogue and policy: rather, it is practical, hands on, and the group is going to develop 2-4 learning activities for use in organizations and communities serving youth)
- Explain the role of youth - in educating and influencing others.
- This workshop brings together youth with varied experiences so we can collaborate on effective learning activities that draw on their experience and skills.
- Share the Workshop Agenda - invite input, discussion and/or modification
|Participant introductions (15 minutes)
- Welcome by Facilitator (Debasaki)
Name tag mix-up
Facilitator - Prepare name tags with names, country, profession.
- Give each participant the name tag of someone else in the group and ask each person to find the owner of the name tag.
- Invite participants to circulate until every person receives his or her name tag.
- In plenary, invite pp. to introduce someone they met, their country, their profession.
Acknowledge the experience and expertise present in the room, that we can all tap into when we collaborate to sharing ideas and resources here, and in the future.
(: Please manage the time carefully here - max. 30 second introductions for each person, and then cut them off if necessary.)
|Learning Activities Explained (45 minutes)
(: Ask Participants to pay careful attention to "Key Questions pertaining to Instructors and Learners" - and see how these are reflected in future examples (i.e., "Demo", and in the Participants' Work in the Workshop)
- Demo - provide examples to illustrate what Learning Activities are - see example from
- Gives 2 examples - (: Examples do exist, and they are from the Solomon Islands )
- Q&A - facilitate Q&A session with participants
- Nominate participant to write notes on flip chart (these can be added to the wiki, and then provided to participants after the workshop)
- Reflection on the good practices and principles on effective learning activities and their application
|Work on Your Learning Activities - Participants (All Day)
- Talk - initial instructions, and that they will be required to conduct "mini-presentations" on the Morning of Day 2 for feedback and suggestions for improvement.
- Develop 4 groups of 4-5 people (i.e., they can number off from 1-4; or populate teams depending on criteria we develop here - you will have to give folks the rationale for putting them in specific groups, though)
- Work begins as groups:
Tip: Be Aware of Key Questions Pertaining to Instructors & Learners
This should provide a brief overview of what is in the plan, along with any necessary background information.
The staff (i.e., the instructors)
This section should list those involved and answer the following key questions:
- Who will be developing and teaching the course?
- What support staff will be involved?
- What will the respective roles of the team members be?
- Who will be the project's coordinator?
The students (i.e., the learners)
This question needs to be carefully considered and should address the following:
- Who will be studying the course?
- What are their expected backgrounds and learning needs?
- What learning experiences will they bring to their study?
- What support and preparation in adapting to flexible learning will they require?
- Identify the prospecitve audience - age, level, interest, attention span, culture, language, etc
- Decide what format/media the audience is able to use / respond to (and that the instructors/participants can create (i.e., dialogue, interview, skit, song, dance (see if they can come up with examples for this -- the facilitator will have to help out here).
- Decide how they can apply "Learning Activities" to these format / media
11-11:30 am - Break
11:30 am - 1 pm
1-2 pm - Lunch
2 - 5 pm
|Participants work on Learning Activities (continued)
End of Day
- Review of Day 1
- Looking forward
- This evening - Cultural Evening - bring a Cultural Artifact
- Day 2 - The Day Ahead - Review activities
- Questions, Thoughts, Comments? - Participants share closing thoughts for Day 1
Review & Looking Forward
- closing activity
- review of day 1 and day 2
|Sharing Meaning & Experience (Cultural Artifacts)
- Participants share a "cultural "artifact" from their culture - something that is important to them, and has particular meaning (i.e., clothing, carving, music, image, artwork, song, dance (they can sing or dance it)sing), etc.
- signifies connection, understanding
- Learning with others, sharing experiences
(: This represents a great opportunity for photos. Get people's names and permission for the photos please)
DAY 2: June 23, 2009
|Welcome & Review
- Review of Day 1
- Review of Cultural Evening
- Review Day 2 Agenda
|Incorporating Culture into Topics and Learning Activities
- Learning Activities to reflect culture and fun (for the learners)
- begin adding cultural and localised references into the learning, to make it more seamless and hospitable...
- (: In the Mini-Presentations (next), each group will get feedback from others too, regarding cultural relevance, opportunities for improvement, etc.)
11-11:30 am - break
11:30 am - 1 pm
- Each Group Presents to the Large Group
- Explain the challenge & the choice of Learning Activity
- Explain the tradeoffs, challenges and areas for improvement
- Other Participants provide constructive feedback (facilitated by Debasaki - i.e., ask questions if there is silence in the room and/or folks are reluctant to provide this type of feedback)
- Nominate someone from the group to "Record" this on a flip chart named: Mini Presentations
1-2 pm - Working Lunch - Next Steps
(: Because this is a shorter day, and more intense than Day 1, the recommendation is to go to a "working lunch".)
- How can other organisations incorporate these formats / media and Learning Activities in their activities? What could we expect to happen as a result?
- What partnerships are possible? Why? On What Criteria?
(: Try to hear from as many people as possible)
2-3 pm (or later) Debrief & Closing Activity
(: We are aware that some folks may have to leave by 3 pm to catch transportation ~ however, if the bulk of the folks remain, you can continue the workshop. However, in this way, it will be 98% complete by this time.)
|Debrief & Closing Activity
- Other than funding, what are the gaps? Pose the Question: What can be done without funding?
- How can you let your peers know about what you are doing?, communication
- How could this process be more valuable
(participants in a circle)
- Each participant can talk about "their next steps"
- Each participant can talk about what the workshop meant to them....
- Facilitator may share his words AFTER everyone has spoken - in a way that is short, clear and to the point, without dominating the discussion and sharing
- Facilitator then Thanks Everyone for coming, and formally closes the workshop.
3 pm or later - Departure
Outputs & Outcomes
- How do you sustain what happens after a 2-day workshop?
- How do we use the face-to-face event to drive forward the process?
- 2- 4 learning activities
- Flip chart content placed on WikiEducator page(s)
- Strengthened networking and capacity building
- Summary Report, including photos
- Development of the principles on effective learning activities for peacebuilding
- Development of action plans for working groups engagement for learning activities
- Use of technical skills and competencies
- Learning module development, content development strategies
- Community outreach and partnerships
- Agreed framework for community-based learning activities and programmes on peacebuilding, including a set of success factors
- Set of messages concerning peacebuilding
- Identified resources and related processes to support peacebuilding and learning activities
- Documented examples (summaries) of good practice in peacebuilding learning activities and programmes
- Action plans for peacebuilding in specific regions and countries as well as specific communities (where possible)
- New awareness and skills concerning development of peacebuilding learning activities and programmes
- New awareness concerning strategies to support conflict resolution and peacebuilding
- Agreed plan for increasing the number and quality of community-based learning activities programmes about peacebuilding
An initiative of the Commonwealth Youth Programme and the Commonwealth of Learning -