Why Participatory Learning is an effective approach in Training for Social ChangeStrengthening people's capacity to determine their own values and priorities, and to organize themselves to act on these, is the basis of development (Eade and Williams, 1995:9) by Jacqueline Matoro-Kiria Within an organizational context, capacity building conventionally focuses on 'human resource development'—staff training, management skills, planning and evaluation techniques that enable the organization to function better. Paulo Friere talked about the basic premise of Education as a prerequisite remedy for social transformation—an education which enables people to reflect on themselves and their roles in both the new and old societies and to develop the capacity to participate rationally, critically and democratically in public life. The role of the educator in this process is to engage in 'dialogical praxis' with the participants, recognizing that they are equally knowledgeable, if not more so about their own situation. Nyerere describes the teacher as having three major roles. He has the role of building up the self-confidence of the man who wants to learn, by showing him that he is capable of contributing; demonstrating the relevance of experience and observation as a method of learning when combined with thought and analysis; and he has shown what he calls 'mutuality' of learning - that is by sharing our knowledge we extend the totality of our understanding and our control over our lives. In a recent advocacy skills building workshop 'Participating Together for Change', organized by Pact Tanzania for its 35 partner organizations in collaboration with Just Associates, participatory learning approach was used. The approach enabled the participants to work together in small groups as a team, ask questions, discover new truths and practice solving real life problems. As a process described by Freire as action-reflection-action, the approach enabled the participants to reflect on their advocacy activities and their potential in carrying out advocacy. In the act of rediscovering their actions, one participant said; 'I did not know that what I did was advocacy. With this new realization, I believe that I am now a good advocate for my organization.' Participatory learning approach encourages independent thinking and creative change. It is a learning process that validates what learners know and challenges them to examine their ideas more deeply, can empower them to think independently, seek information and act on their knowledge. In the advocacy skills building workshop, the approach enabled the participants to understand the many levels of political power that exist and realize the 'missing link' of power in most advocacy activities as one of the key factors undermining change efforts. One major creative change that was seen at the workshop is that through dialogue, the participants formed informal networks after realizing each others' potential and areas of intervention. The approach also promoted a more equal educator/learner relationship which helped the participants to gain confidence in their own ability. It is an iterative process that calls for the facilitator to listen and engage in the process. There are no mechanical formulas for developing an empowering learning process. Studies show that adults remember:
In any education process, there are four important ingredients:
The effectiveness of this approach is well highlighted in the advocacy training workshop and many other trainings that have been conducted by Pact to its partner organizations. The growing number of success stories in using this approach are beginning to attract attention. With such great impact, why isn't everyone 'participating together for change'? Tips for Outside Facilitators
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