Building knowledge collectively
To build knowledge in a collective way is to take into account the knowledge of each individual at all stages of a training course.
- Before the training (observation and diagnosis – prepare): in the analysis of training needs via a diagnosis or observation time, the people concerned (the public) share their opinions on the problems they encounter: for example, the different forms of injustice experienced, the obstacles to their eradication, etc. In this way, they can make proposals on the priority training themes and the educational formats they wish to adopt. It is a question of legitimizing the knowledge of each individual.
- During training (animate): The participants’ experiences and knowledge will be used to take advantage of the diversity of the workshops. This reinforces individual learning (because it opens up a space for expression) and helps to strengthen collective learning (because the group’s knowledge capital is as important as that of the trainer).
- After training (evaluate - follow - capitalize): This collective intelligence enables us to come up with appropriate proposals for action. At the stages of monitoring, evaluation and capitalisation of a training course, it is important that the people who follow it are the first to express themselves on the pedagogical and strategic options to be taken according to their reality: through which actions should the unequal relationships in their context be reduced? how should everyone be taken into account? who can participate in the implementation? what indicators should be used to evaluate changes? etc.
The key players in this collective construction can be facilitators, representatives of groups, community leaders, apprentices, residents, etc. The main players in this collective construction can be the community leaders, the representatives of groups, community leaders, apprentices, residents, etc.
Whether they are participants in the training or outsiders, these people must be very familiar with the issues and the implications of the training for the public being accompanied.
The collective construction of a training course favours the emancipation of the people involved. They gain the power to act and open up concrete avenues for social change to be implemented locally.
Example :
In Rwanda, outreach workers from Duhamic-Adri and Adenya participated in the construction of a training course in pig breeding for farmers.
A picture box [1] as an educational tool has been the subject of a collective construction in which community leaders have been the main contributors. Knowing very well the peasant realities of Rwanda, they were then able to train farmers in its use for a peasant-to-peasant learning process.
[1] An image box is a support for the trainer. Its structure is made up of photos associated with awakening questions and key messages to animate the exchanges at the time of the pedagogical face to face.
