Facilitation techniques 
     Facilitation is a technique and a skill. Practice-oriented activities need to be planned to give adequate opportunities to the 
     participants to familiarize themselves with the various techniques, as well as to provide them with feedback on the use of 
     the techniques.
              
     Some facilitation techniques for participatory discussions are: 
       • Lecture 
       • Small group discussion 
       • Case study 
       • Role play 
       • Simulation 
       • Video review 
          
     How to carry out these most common training techniques in a participatory manner and their advantages and 
     disadvantages are explained in PRIA International Academy, 2014, Unit 3: Training Methods, Participatory Training 
                                                              . 
     Methodology, New Delhi, PRIA, http://pria-academy.org/pdf/ptm/ PTM_Module_3_final_edited_05.pdf
     There are many other techniques, some of which are listed below. 
      •  World café 
       ‘The World Cafe is a simple yet sophisticated method for holding meaningful conversations around important 
       questions in large group meetings. An excellent tool to encourage participant interaction, the World Cafe can 
       foster deeper engagement with complex or challenging issues’ (UNICEF, 2015). 
        Brown, J. et al. 2001. The world café: living knowledge through conversations that matter. The Systems 
         Thinker, Vol. 12, No. 5. Leverage Networks, Inc. http://www.theworldcafe.com/wp-
         content/uploads/2015/07/STCoverStory.pdf 
        UNICEF. 2015. World Café. Learning and Knowledge Exchange. https://www.unicef.org/knowledge-
         exchange/index_83122.html  
      •  Mind mapping 
        ‘Mind mapping is a highly effective way of getting information in and out of your brain. Mind mapping is a 
        creative and logical means of note-taking and note-making that literally “maps out” your ideas’ 
        (Mindmapping.com, 2018). 
        Mindmapping.com. 2018. What is a Mind Map? Mind Mapping. http://www.mindmapping.com/mind-
         map.php 
      
     •  Graphic facilitation 
       Graphic facilitation ‘is a method of using images to lead a group or individuals towards a goal. We call this a 
       visual process conducted by a graphic facilitator. What is a graphic facilitator? A graphic facilitator assists 
       learning and communication between groups and individuals’ (Občiansky Spolok, 2016, p.8). 
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     Občiansky Spolok. 2016.  Guide of Graphical Facilitation. Lučenec, Občiansky Spolok. 
     https://ec.europa.eu/programmes/erasmus-plus/project-result-content/dd311d4e-c909-4e94-b0d8-
     58e8b22786fc/Graphical%20Facilitation%20Guide.pdf  
     BiggerPictureVideo. 2013. Learning Graphic Facilitation - 7 Elements by Bigger Picture. https:// 
     www.youtube.com/watch?v=S5DJC6LaOCI 
    •  Storytelling 
      ‘Storytelling is the vivid description of ideas, beliefs, personal experiences, and life-lessons through stories or 
      narratives that evoke powerful emotions and insights’ (Serrat, 2008, p.1). 
     Educatall. 2016. Different methods for storytelling. Gatineau, Canada, Educatall. https://www. 
       educatall.com/page/683/Different-methods-for-storytelling.html 
     Serrat, O. 2008. Storytelling. Knowledge Solutions. Manila, Philippines, Asian Development Bank. https:// 
       www.adb.org/sites/default/files/publication/27637/storytelling.pdf 
     TEDx Talks. 2013. Creative Storytelling for Community Development: Jessica Smith at TEDxRideauCanal. 
       https://www.youtube.com/watch?v=FlO0iN0JUeg 
    •  KJ method 
     The KJ method is a technique for facilitation that is commonly used at workshops for environmental education, 
     community development and urban planning in Japan. The KJ Method, named after its inventor, Jiro Kawakita, 
     ‘allows groups to quickly reach a consensus on priorities of subjective, qualitative data’ (Spool, 2004). 
     Spool, J.M. 2004. The KJ-Technique: A Group Process for Establishing Priorities. North Andover, MA, User 
                                 
       Interface Engineering. https://articles.uie.com/kj_technique/
    •  Values and attitudes exercises 
     ‘The objective of working with values methodology is to enable each individual to achieve an active, ethical 
     norm. It may take a long time to develop attitudes and values and it is only by an individual person’s shift of 
     opinions or actions that you are able to see when changes take place. The first step is often to become aware 
     of your own opinions and actions and how they are formed. Here values exercises may be of help by making it 
     clear to you how you think and feel about certain questions’ (WWF, 2012, p.35).   
     WWF. 2012. Competence in Democracy. Methodologies for the Future – a guide to develop education for 
       sustainable development. Nairobi, WWF ESAPRO, pp. 35–51.   
       Desktop: http://www.wwf.se/source.php/1473803/Methodologies-for-the-future-web3.pdf#page=35 
       Mobile: http://www.wwf.se/source.php/1473803/Methodologies-for-the-future-web3.pdf#page35 
        
    Other resource materials for training methods and techniques 
    ATD Fourth World Regional Team for Asia and MATI Bangladesh. 2014. Education For All: No poor education for the 
       poor! Promoting cooperation among learners, parents and teachers for the success of each child. Bangkok, 
       ATD Fourth World. https://en.calameo.com/read/004609760710cf6320911
                                        
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     This booklet provides examples of techniques employed in a participatory workshop setting to identify learner and 
     community needs, drawing on the personal experiences of participants. The approach brings together parents, 
     students, teachers and NGO workers – all stakeholders directly involved in learning/teaching processes, either by 
     running schools, literacy programmes, or  village  education  programmes.  It  includes  an  example  of  a  personal 
     storytelling and story analysis exercise, as well as an enquiry exercise, focusing on overcoming obstacles to access, 
     sustain and succeed in education. The techniques featured could be easily adapted to include an ESD focus. 
    DVV International and PRIA. 2016. Using Soft Skills in Non-formal Education. New Delhi, PRIA.  
       https://pria.org/download.php?filename=knowledge_resource/1462772857_Manual%20on%20Soft%20Ski
       lls.pdf&artid=3089 
     This training manual is a source book for trainers and facilitators to build an understanding of the concepts and use 
     of soft skills in non-formal education training. It provides sample training sessions, materials and exercises including 
     steps and activities for facilitating training on soft skills. The book generally focuses on South-East Asia, but users can 
     add references and local stories to make it more relevant and contextual for their own specific areas. 
    PRIA. 2014. Unit 4: Experiential Training Methods. Participatory Training Methodology. New Delhi, PRIA. http://pria-
    academy.org/pdf/ptm/PTM_Module_4_ final_edited_05.pdf 
     This module of PRIA’s Participatory Training Methodology programme describes the importance of experience-based 
     learning methods and introduces the various experiential learning methods which can be applied within the context 
     of a participatory training. 
    UNESCO Bangkok. 2001. Module Four: Participatory Learning. Non-formal Adult Education Facilitators Handbook. 
       Bangkok, UNESCO. 
       https://unesdoc.unesco.org/ark:/48223/pf0000123374/PDF/123374engb.pdf.multi#page=90  
     This  module  provides  a  variety  of  participatory  learning  methods  such  as  group  discussions, brainstorming, 
     workshops, role play, games, and sharing life experiences. It provides clear steps for each type of exercise and also 
     discusses  what  can  be  learned  from  each  activity. These methods can easily be adapted and modified for ESD 
     facilitation. 
    UNESCO Bangkok. 2004. Part 2: Training Techniques. Training Guide and Training Techniques. Bangkok, UNESCO 
      Bangkok. Pp. 21-51. https://unesdoc.unesco.org/ark:/48223/pf0000135603/PDF/135603eng.pdf.multi.page=26  
     This booklet gives a good overview of the application of various training techniques with emphasis on each method’s 
     purpose, strengths and limitations, and also provides useful examples. 
    WWF ESARPO. 2012. Methodologies for the Future – a guide to develop education for sustainable development. 
                                                
      Nairobi, WWF. http://www.wwf.se/source.php/1473803/Methodologies- forthe-future-web3.pdf 
     This guide provides examples of a large range of practical activities that can be employed to convey various elements 
     of ESD. 
       
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