If you are looking for games and techniques in order to implement a training course or any other activity with a youth group, then we suggest you refer to the free publications available for example here, here, or here for more information.
However, if you are looking for:
- practical examples of how Non-Formal Education is applied in training courses or group activities;
- the specific competencies necessary to implement such activities;
- practical tips on how to solve problems that may arise during youth activities;
- what skills should be developed by a Non Formal Education trainer; and
- how to implement participatory activities using the arts to stimulate social change;
…then you have come to the right place!
We have organised the contents of this publication in order to highlight the pedagogical and educational perspectives that lie at the heart of the games, exercises and simulations frequently used in youth activities. Therefore, there are no lists of games or activity sheets, but examples are used in order to understand what lies beneath specific dynamics or exercises. Our materials are structured in this way, as we believe that one of the main competencies a Non-Formal Education trainer should possess is the ability to create, modify and develop the activities that s/he proposes to the participants. This includes the ability to develop activities in accordance with the specific context (hence not simply proposing a fixed sequence of exercises or games). No activity works the same way in every context. In order to do something interesting and stimulating, we have to adapt to suit the specific context we are working in. This is the work of the trainer: following his/her intuition, experience and knowledge of the tools s/he is using. Obviously, we cannot offer an absolute guide for something that only experience can teach, but someone else’s experience (in this case, INCA’s Network of trainers) can be of assistance.
This publication is organised into articles, interviews and collective reflections (“Ship’s log”) focused on important themes identified by experienced trainers. This first-hand material is used to provide an in-depth analysis of the key aspects relevant to leading Non-Formal Activities using the Arts, starting from the experiences of INCA’s projects. Sometimes these contributions address practical issues (for instance, how to develop and modify a single exercise in order to satisfy specific needs) or more general questions (for instance, what is feedback and how to use it in training courses). Every theme presented is enhanced with practical examples, Internet links, hyperlinks to other sections of the publication and photos and video connected to the contents.
Our hope is that this publication will become a useful tool to anyone interested in gaining information about the characteristics of training in Non-Formal Education and/or youth activities. Additionally, we hope that this publication will come in handy to those interested in unveiling the learning processes and dynamics of participatory activities.
Enjoy the read!
INCA team
