Principal trainers are actively involved in designing, testing and improving the training modules.
The process starts with a set of outline training materials provided by the external training-of-trainers facilitator. These are based on inclusive education training messages and activities that have been tested and improved over many years in different contexts. The materials form the basis of the training for principal trainers, but it is expected that the principal trainers will work on adapting the materials. In the pilot projects in Zambia and Zanzibar the principal trainers have also made important decisions about which topics should be added to the collection of modules, and in which order the modules should be delivered.
During their initial training-of-trainers workshop, principal trainers highlight information that does not make sense to them, activities that they think will not work in their cultural context, or facts and figures that could be inserted to make an activity more relevant to their context. They also have opportunities to practise facilitating most of the activities, and this leads to suggestions for how to make instructions simpler, how to make materials more locally relevant, and which activities to add or remove.
Once the principal trainers start to deliver training to teachers, they are encouraged to adapt activities, insert their own case stories, invent new games and activities, and so on. They keep a record of their adaptations and share these at the next training-of-trainers workshop so that new ideas can feed into revisions of the modules and inspire their colleagues to be creative.
Briefing paper: ‘Innovation in Inclusive Education Teacher Training. Sharing our Experiences’
This paper answers a lot of frequently asked questions about the training approach. If you have any questions that are not answered by this paper, please contact us.
This project is a collaboration between NAD and EENET.