Resources

This article examines preparations that a trainer / facilitator should consider before initiating a training session. It provides training materials for participatory learning and outlines how to plan and schedule a training session. It mentions the need for a trainer to identify objectives of the training, which can be measured or evaluated. The article provides a checklist of a range of aspects of training preparation.

This paper is on how adults may learn without outsiders setting the agenda. Influenced by Paolo Friere, it advocates that the process of learning in adult education is a continuous process of reflection and action. The paper illustrates that this idea of Friere is being applied by development agencies in their projects and programmes, even by Christian evangelists in learning more about the gospel. Reflection and action connotes participation and so the paper cites three examples of participation, one of which must be avoided. For the third, the paper recommends the idea of allowing the people themselves to come out with a local agenda. In conclusion, it suggests that an agency working with adult education should not be afraid to let the people explore their own agenda and the agency should play the role of a servant, and not a master.

A collection of papers from a workshop focussing on various participatory communication approaches, including video, radio and theatre.
The majority of papers are case studies drawn from both rural and urban development settings which describe situations where video or other communication media were used to give people a voice rather than a message. The case studies include both those situations where people participated in the production of a video and /or also those where the video was constructed in order to engage participation.