FTC’s Training Methodology

FTC’s training interventions are experiential, outcomes-based, participative and practical. The learning methods we employ offer a range of activities, exercises, case studies, syndicates, simulations and functional assignments, using a blended learning approach. Underpinning our methodology are concrete and tangible interventions which are used to assist with the translation of theoretical Jackie facilitation 002knowledge into practical skills.

 Appropriate Training Materials and Resources

For each training initiative FTC produces learning materials of the highest quality and standards. Our materials development processes are customised and based on the needs of participants. We believe that materials have to be demand-driven, rather than supply-led and we are committed to the highest standards.

Learner manuals are provided to all learners. All our learning support materials are designed to be interactive for engagement in contact sessions and they are also great sources of information for future reference.

Our learning programmes usually include an on-the-job implementation component to ensure that acquired skills are effectively applied in the workplace.

 Delivery of training

FTC provides in-depth high quality training interventions that are needs-based and learner-centered. We have never and will never subscribe to ‘a one size fits all’ generic model of training delivery. All our training is customised to the target audience within the parameters of community development and the agricultural sector.

The training delivery will follow a blended learning methodology, where a variety of learning approaches and tools are used to support candidates through the programme. This approach aims to meet an individual’s preferred learning style and draws extensively on experiential, action-learning and participative teaching and learning methodologies. FTC’s training delivery draws upon 3 learning scenarios, each utilising relevant and available technologies including training material with tested, appropriate and relevant content and e-learning methodologies benefiting from the power of computer-based applications such as websites, social networking, e-mail, online learning environments and Skype, where applicable. The 3 learning scenarios (Contact Sessions; Self Study and Workplace Learning) are described as follows:

1. Contact Sessions:

Training workshops and contact sessions are where delegates meet their facilitator and colleagues to:

  • explore scenarios pertinent to their situation;
  • discuss and work through course content;
  • discuss relevant legislation, policy, theories, roles and responsibilities; and,
  • clarify assessment requirements.

 2. Self-Study:

 Over and above the material provided, delegates will undertake self-directed study to complete their learning in each of the courses. This will include reading around the topic area, further research as required and completing learning activities to track their learning journeys.

3. Workplace Learning (if applicable):

 Delegates will need to apply what they are learning in the programme in their workplace as they continue with their daily roles and responsibilities. In the workplace delegates will also be encouraged to “chat” to their facilitators and/ or colleagues unpacking and applying their theoretical learnings and addressing specific course content and assignments/ projects/ tasks that may be set. They will also be encouraged to engage each other not only verbally, but through written correspondence as well, so as to develop banks of evidence for the completion of their assessment tasks. Here online and email engagements could provide key sources of data for tracking their professional engagements.

 Assessment delivery

Evidence of developmental learning is done through the learning activity participation during the contact session as well as the assignments/assessment per course (if applicable). Evidence of overall competence for the programme is done through the final assessment, covering the relevant courses.  Overall competence will be achieved through successful competence in the assignments and the successful completion of Portfolios of Evidence. Delegates will be provided with an opportunity for re-assessment if unsuccessful.

Ultimately, assessment delivery will be dependent on the programme in which the participants are enrolled.