What is special about the training methodology used in the Academy?
(From the Academy's Programme Design Guide, section 6.2.5)
Why Training Methodology Matters
For trainers that are used to more conventional technical lectures and training techniques some of the activities and exercises in the Academy Training Guides may seem unusual and perhaps somewhat roundabout. For instance, why go through the effort of first finding out the ways in which smallholders are incorrectly dealing with plant pest and diseases when you could just give them the correct methods directly? Or why use Questionstorming[i]to get group organisers to think about the challenges they might face in working with smallholders when there is a lot of research available that you could present to them?
Extensive effort has been put in offering different ways to make the broad range of training topics in both Training Guides more engaging and interactive for the training participants. The sessions and activities in the Training Guides use a combination of training methodologies that go beyond the standard technical lecture and focus on putting the learner and his experiences front and centre to ensure higher retention. In particular, the Guides use 1. Learner-centred training, 2. Adult learning methodology, 3. Farmer Field School.
Learner-Centred Methodology
Learner-centred training makes the learner a very active participant in the training and learning process. Activities are designed in such a way as to shift away from the more conventional one-directional delivery of content by the trainer to increasing learner participation and peer interaction (see Table 1). With increased participation of the learner, knowledge retention goes up as well as the likelihood of applying new learning. By increasing peer interaction, their collaboration, support and accountability outside of training sessions go up. Furthermore, with heightened interaction and participation, the likelihood of poor attendance and distraction (e.g. staring out of the window, being on the phone, sleeping) decreases.
Conventional Training | Learner Centred |
Higher trainer talk time | Learners are given lots of opportunity to speak for themselves |
All activities organised and led by trainer | Learners participate in choosing and/or leading activities. Active learning methods and collaboration. |
All questions come from trainer | Much content is generated from learner |
Most instruction given through Powerpoint or poster | More hands-on instruction or interactive demonstrations |
The trainer is there to share their knowledge | The trainer and learner share and learn from each other with guidance from the trainer |
Often “learning skills” themselves are assumed | Skills like problem solving and analysis are explicitly talked about |
Table 1: Elements of Learner-Centred Methodology
Adult Learning Methodology
Adult learning methodology acknowledges that adults are autonomous and self-directed, goal-directed and looking for relevant knowledge that connects to their prior life- and work experience. Adults are often practical and need to be shown respect for their experience. Many activities in the Academy Training Guides are built on the Six Principles of Adult Learning formulated by Knowles (see Table 2).
6 Principles of Adult Learning | Rationale |
1. Self-Directed and Autonomous | Adults need more freedom and active involvement in at least some of the decision making during training (e.g. timing, content) |
2. Takes Advantage of Learners’ Knowledge and Life Experience | Trainings should involve many opportunities for smallholders to share their experiences and connect to their life experience, building their willingness and motivation to engage with training content. |
3. Goal-Oriented | Session outcomes need to be clearly shared and training activities have to be aligned. Goal setting up front and assessment at the end shows smallholders their progress, improving their motivation. |
4. Relevant | Having learning goals ensures that content is relevant for smallholders. Relevancy increases their motivation. |
5. Practically-focused | Theories need to be put into practice (active learning and field training). The use of scenarios can show smallholders the practicality of training. |
6. Encourages collaboration | Farmers are encouraged to collaborate with each other and with the trainer – and as such to contribute to the training itself. |
Table 2: Six Principles of Adult Learning
[i] QuestionStorming is a variation on brainstorming, where the focus of a group is on generating as many questions as possible within a limited time around an issue. By allowing every question and suspending judgment or solution seeking until later the experience is that this exercise leads to a broader exploration of the problem and potential solutions.