One of many projects Vella has undertaken was in Tanzania, purportedly one of the poorest places on the face of the earth. Some of the most economically challenged families in the U. S. earn more in one year than a farmer in Tanzania would earn in fifty years, and most of the population resides in rural areas. This being the case, educating those farmers regarding operation of farms in the most productive and efficient manner possible is an ongoing need.
The local Catholic church leaders sponsored courses for families, but there wasn't sufficient follow up, and that's where Vella's group came in. They were providing an extension program to meet learners where they were - in villages. One individual, Auni Makame, was very interested in the program. He had begun his own fishing village, and subsequently began a factory that produced chicken feed, a necessary commodity for men trying to feed their families. He, too, wanted to learn. Later, the group thought his input would be quite useful to the program, and wanted to hire him as an associate. All good? Not quite. Makame was a Muslim. Before we get too far down that particular path, consider also that the village leaders weren't too excited (in a positive way) about women leading the sessions, either. Sometimes if people are different in any way, they are unwelcome additions to the party.
The local Catholic church leaders sponsored courses for families, but there wasn't sufficient follow up, and that's where Vella's group came in. They were providing an extension program to meet learners where they were - in villages. One individual, Auni Makame, was very interested in the program. He had begun his own fishing village, and subsequently began a factory that produced chicken feed, a necessary commodity for men trying to feed their families. He, too, wanted to learn. Later, the group thought his input would be quite useful to the program, and wanted to hire him as an associate. All good? Not quite. Makame was a Muslim. Before we get too far down that particular path, consider also that the village leaders weren't too excited (in a positive way) about women leading the sessions, either. Sometimes if people are different in any way, they are unwelcome additions to the party.
As every educator knows, participants have to feel safe in the classroom. If the facilitators make them uncomfortable, strategy is required to dig out of that hole. Of course, the facilitators have to feel safe, too. If they don't , how can their learners? In this case, the program got off to a rocky start.
Even Vella pauses and reflects on what might have worked better (our department calls this ATR, After Training Review), which might also be considered reflection - yes? Here are some specific actions that might have smoothed the way:
Without establishing trust between the stakeholders, program leaders and learners, the enterprise will likely suffer. This is an outcome desired by no teacher in the history of the world EVER. Vella offers six characteristics of adult learning and teaching (pp. 77-78):
I know, I know. There are so many things to consider every single time we hold ourselves up as teachers, trainers or facilitators. Here's what I get from this piece of Vella's story. Every time we design a course, engage stakeholders and develop a team, we must keep our focus on what's optimal for the learners. What's good for them will likely be good for all those associated with the project.
As I read through Vella's book, I can see that her students have benefited tremendously from her talents, as have those with whom she has shared her expertise. As I have. I'm the biggest learner.
Even Vella pauses and reflects on what might have worked better (our department calls this ATR, After Training Review), which might also be considered reflection - yes? Here are some specific actions that might have smoothed the way:
- Taking time to build trust between Makame, the bishop, director and priests.
- Adding TANU (Tanganyika African National Union) leaders into the mix with the church leaders and Makame, as they were supportive of this initiative as well.
- Organizing a meeting between the participating families and Makame, so that they, too could get to know him.
Without establishing trust between the stakeholders, program leaders and learners, the enterprise will likely suffer. This is an outcome desired by no teacher in the history of the world EVER. Vella offers six characteristics of adult learning and teaching (pp. 77-78):
- Political - power - always a factor.
- Problem-posing - examining potential
- Part of a whole - follow-up and continuity
- Participative - outcome dependent on the participants' contexts
- Person-centered - purpose - participant development
- Prepared - for a specific group of learners
I know, I know. There are so many things to consider every single time we hold ourselves up as teachers, trainers or facilitators. Here's what I get from this piece of Vella's story. Every time we design a course, engage stakeholders and develop a team, we must keep our focus on what's optimal for the learners. What's good for them will likely be good for all those associated with the project.
As I read through Vella's book, I can see that her students have benefited tremendously from her talents, as have those with whom she has shared her expertise. As I have. I'm the biggest learner.