Mine risk education training module - Avsi

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I N T R O D U C T I O N 7 Plenary Discussion Facilitators discuss topics with the entire group in which everyone is encouraged to express him- or herself. We have found it preferable to sit in a circle, all together at the same level. This helps everyone to feel equally important and reinforces participation by all. Through this method the facilitators can learn the general ideas of the group and their responses to the topics. In order to encourage full participation it is important to choose different people to answer questions and to encourage equal participation from both men and women. Teaching This is a rather traditional method of sharing new information with participants in which the trainer is presenting a topic. The facilitator usually employs diagrams and other educational materials. Any such sessions used within the participatory approach should be brief and immediately linked with the experience and knowledge of the participants. Group Work Small group work tends to stimulate A facilitator uses a poster and participant interaction and discussion of chart to present information what has been learned thus far. It can on mines and UXO. increase the participation of some who find it difficult to express themselves in larger groups. It also encourages the sharing of ideas for creative applications when training their communities. Participants usually enjoy group work because they have the opportunity to get to know each other on a more personal level. Role Play, Poem or Song The aim of the training is not only to increase knowledge, but also to change attitudes and behavior towards specific topics. In addition, we want participants to develop practical ways to communicate this information when they return home. Role-play is one of the best methods to use for this purpose. In this activity the participants take on different roles and act out an incident which involves an encounter with a mine or UXO. As result of practicing in a role play they experience what it might feel like and what they need to do when faced with a similar situation. It helps to build confidence in knowing what to do and what to tell others to do when one discovers an unknown object. Composing a song or poem with the key points of the training is also a useful teaching tool. This helps the participants apply their creativity to the topic and summarize the important points they learned. These small group presentations reinforce the concepts and suggest activities that participants can use in the field. The image of the presentation is more likely to be remembered than mere verbal communication. This activity reinforces the basic concepts and allows an opportunity for the facilitator to correct any misconceptions and emphasize the important points displayed by the group. Energizers These are short activities that encourage playfulness and usually involve physical movement. They can be used at the beginning of a session to encourage unity by involving everyone. Energizers are also very helpful when used for a break in the sessions to revitalize participants who may be tired, uncomfortable from sitting too long, or tense from the discussions of difficult A facilitator energizes the group.
topics related to mines and trauma. Energizers are used as needed during or between the sessions to lighten the training, but they also have an effective role in releasing emotions. Many times participants can offer to lead a song or dance for the group which functions as an energizer. Team members should remain alert to instances where an energizer may need to be inserted in the training. HOW TO ORGANIZE THE TRAINING Once one understands the theoretical orientation, the participatory approach, the role of facilitators and the methods to use, it is helpful to consider how to organize the MRE training. This is an example of what AVSI does. It may help guide your planning and organizing. A team of trainers is formed from those who attended TOT. Team members can be chosen from a given area, a shared profession (such as teachers), or a group of friends concerned about their community. The team meets to review the training checklist (see p.24) and to make decisions regarding ♦ ♦ Target group Location and date ♦ ♦ Who will lead each topic The materials needed Choosing Target Groups The choice of the target group of participants is very important to make the best use of your time and resources. For the purpose of sustainability it is best to choose people who have access to the community. This includes active community members, not just leaders. Some examples of target groups we have trained are Local Councillors (LCs), Internally Displaced Persons (IDP) Camp Leaders, elders, chiefs, youth leaders, teachers, religious leaders, social workers, community development workers and others. Timetable The training described here is a package for a complete day-long training. Though it may be necessary to adapt the training to your specific target group, the overall content and messages should follow what is presented in this module. Below is a sample timetable used by AVSI organized by the percentage of time used for each session. I N T R O D U C T I O N Introduction, Fears and Expectations Background and Statistics Technical Session Communication Closing and Distribution of Materials 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 8
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Page 25 and 26: Group Work Once the different style
Page 27 and 28: CHECKLIST FOR MRE TRAINING Pre-trai
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