Manual for Training Police on Anti Human Trafficking

<strong>Manual</strong> <strong>for</strong> <strong>Training</strong> <strong>Police</strong> on Anti Human Trafficking 72
Decide on how you will check on/measure the effectiveness of learning as the session progresses
and at its end.
Choose the teaching and learning methods to be used and the resources you will need, according
to their suitability to the topic of HT.
Prepare some session notes in a <strong>for</strong>m you can refer to later.
Work out timings <strong>for</strong> the session.
Prepare the facilitation aids and handouts you will need.
Choosing Learning Methods
The following is a brief on the differences between trainer/facilitator-centric and learner-centric
methods:
Characteristics of trainer/facilitator centered and learner-centered methods
Facilitator-centered methods have the following characteristics:
Knowledge based - based on the expert knowledge of the trainer/facilitator: not drawing on the
knowledge and experience of the learner.
Positioning the trainer/facilitator as “expert” - whose task is to impart their knowledge.
Curriculum designed by the trainer/facilitator - the trainer/facilitator defines the learners’ needs
and plans teaching content accordingly.
One way transmission of knowledge - the underlying assumption is that learners are “empty
vessels” waiting to be filled with the trainer/facilitators’ knowledge.
Making use of didactic teaching methods - <strong>for</strong> example, lectures.
Focusing on individual education.
Aiming to produce a standard outcome - every learner acquires the same body of knowledge.
Learner-centered methods have the following characteristics:
Experience based: Start with the individual experiences and knowledge of the learners. Focus on
learners developing abilities and skills to diagnose and solve their own problems.
Facilitator as facilitator: Their task is to help learners to draw on and think through their own
knowledge and experiences and to provide in<strong>for</strong>mation to help them develop their understanding.
Negotiated curriculum between trainer/facilitator and learner.
Two-way interaction: The underlying assumption is that learners already have a stock of knowledge
and experience, and they incorporate new learning into this framework.
Variety of methods which involve learners: Enabling them to learn from each other as well as from
the facilitator e.g. discussion, role play, problem solving.
Emphasis on collective education: Builds knowledge base and confidence base.
The outcome of the above differs <strong>for</strong> each learner and would depend on their needs.
What Determines Choice of Methods?
Practical factors
- Number of participants- What equipment is available
Characteristics of the learners
- Their expectations, fears, hopes- What might be acceptable/unacceptable to them
The facilitator
- What is your experience as facilitator and/or learner (resume)- What is easier, more
com<strong>for</strong>table <strong>for</strong> you
The Topic
- The most fitting way of teaching the topic
- What is most conducive to learning