Vision on Learning
Our vision on learning: Facilitating learning processes of individuals and groups. We believe that development is fundamentally about change and transformation, facilitated by processes of learning. Learning itself has only little to do with the availability of information or with a mere transfer of knowledge. This was already acknowledged by Confucius around 450 B.C.: Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand.
In the context of development, learning - and especially adult learning - aims at behavioural changes through active involvement in order to acquire insights and skills to fulfil new tasks and responsibilities. In the case of development practitioners, who have to operate in different cultural settings, this also includes acquiring cross-cultural skills and attitudes. Effective learning, in our perception, has to do with stimulating, inspiring and challenging people and organisations to effectively obtain more appropriate knowledge, attitudes and skills. We are specialised in learning by facilitating learning processes.
How do we achieve behaviourial change through learning?
Training is often perceived as a way to get staff equipped for new tasks and responsibilities. However, learning can only be sustainable if knowledge and insights are successfully acquired and internalised by those who will ultimately carry out these new tasks and responsibilities and in an organisation that allows for changes. To MDF there is more than only training, such as learning from peers, from coaching, from visits to other organisations, from new experiences in other areas, etc. It is a combination of all these learning modes that makes for an enabling context.
The principles incorporated in all our programmes and encompassing some basic values are: the interest and willingness to learn and to share ideas with others, the possibility to simplify complex matters and the fact that knowledge, experience and wisdom is within the group/ individual. Learning objectives are pursued by blending our professional knowledge and experience with those of the participants themselves. MDF thereby serves as a facilitator in a didactic learning process. These facilitative methods are combined with specific case-studies and experiences that are provided by the participants.
In general, our training programmes are based on the Adult Learning Cycle (See Figure). The ALC is an experiential learning cycle that describes how adults normally learn and acquire new experiences. This model enables the trainer to make use of a powerful and natural learning strategy that is already used sub-consciously by most adults.
Effective learning takes place while going through the whole learning cycle. MDF trainers use a wide
range of different methods for each phase of the learning cycle. We provide these learning processes at the individual,
organisational, sectoral and institutional level.
What are our learning methods?
We use highly interactive learning methods like role-plays, case study, focused conversation, appreciative inquiry, individual reflection, group work, feed back, drama, quizzes, debates, simulations, real life cases and individual reflection and take the experiences of participants into account. Our learning methods are of a practical nature, rich in visual elements, challenging, sometimes provocative and deal with mutual exchange of experiences as an important vehicle for learning.
All courses are designed by people with ample experience in international co-operation, in all kinds of positions all over the world. Most trainers and facilitators have previous experiences as development practitioners and they know how to safeguard the required favourable and conducive learning environment.
For whom?
All the MDF training courses, whether conducted in Ede, Colombo, Brussels, Hanoi or Arusha, are
designed and conducted specifically for staff of organisations engaged in one or more aspects of international
development co-operation. MDF offers courses for three broad categories of development practitioners; managers,
advisers and trainers/moderators.
Evidently the development perspective differs from organisation to organisation and from position to position within
these organisations. The training needs of a desk-officer at the UNICEF regional office in Bangkok are different from
the training needs of a Joint Secretary at the Ministry of Local Development in Kathmandu, an EC Task Manager in
Bosnia-Herzegovina, or an HRM officer of an NGO in Gabarone. MDF offers a range of courses tailored to these various
perspectives.
