Erbil, KURDISTAN – (June 25th-26th,2018) – Rwanga Foundation delivered a two-day long training for facilitators of seven NGOs on the “Basic principles of Non-Formal Education Methodology” in Erbil.
The main aim of the two days long training course was to offer people, working with children and youth, a basic understanding of Non-Formal Education (NFE) methodology in order to enhance the quality of their work.
The training mainly focused on the basics of NFE, the deeper understanding of children rights and its implementation into real life, the understanding of how to work with traumatized children and the awareness of self-protection of becoming traumatized throughout the work itself, the understanding of problems and its main reasons in order to identify and solve them and the art of motivation through NFE.
Through various methods, facilitators became able to work better with children moving outside of the box and enhance the children’s capacity of learning and understanding.
The training was specifically designed according to the facilitators needs and conducted by a certified trainer(trained by the Danielle Mitterrand Foundation in partnership with Leo Lagrange) in English language to 16 facilitators of 7 NGO’s.
“By understanding the huge impact, which this Non Formal Educational Method can have on our children, youth and especially on our society as an outcome, is very important in order to support an ideological change towards a higher open mindedness!” says Aras Mufty, trainer of NFE for the Rwanga Foundation.
Non-formal education is an organized educational activity operating outside the structures and routines of the formal education system. The main principles and characteristics of NFE is openness to all people, voluntary involvement without the fear of assessment of personal achievements, flexibility in structure and planning, learning based upon participant’s needs and interests, and the possibility of working at different speeds and in different ways. NFE uses a participatory active approach.
Non-formal education has emerged as a term since the 1970s with the aim of achieving a better recognition of education and learning taking place outside of schools, universities and evaluative systems.
