Training Design and Development

I have many years experience designing ‘inclusion’ training (and delivering training) for humanitarian and development workers. I have recently designed training courses for:

  • Australia’s Department of Foreign Affairs and Trade on “SOGIESC Inclusion in Humanitarian Contexts”.
  • International Federation of Red Crescent Societies (IFRC) on “Inclusion and Engagement of People of Diverse Sexual Orientation, Gender Identity, Gender Expression and Sex Characteristics (SOGIESC) in Emergency Settings”
  • Edge Effect on ” SOGIESC Inlusive and Transformative Gender Programs”
  • Plan International on “Voices At The Table” train the trainer training for using the Participatory Action Toolkit (I designed) for working with Women, People with Disabilities and Gender and Sexual Minorities in WASH programmes.
  • All the trainings I am now delivering – find out more here
  • and I have reviewed and updated training for Oxfam Cambodia Mekong Water Governance Project on “Water Governance, Dams and Rivers Curriculum” inserting the inclusion of people with disabilities and people with diverse SOGIESC,


Using a experiential learning model, the training methodology I use builds upon the work of experiential learning scholars such as John Dewey, Kurt Lewin, Jean Piaget, William James, Carl Jun, Paulo Freire, Carl Rogers and others.

The methodological approach embedded in the training courses include;

  • Concrete experience: the learner has a hands-on experience connected to the learning outcome.
  • Reflective observation: the learner reflects and reviews the experience from a range of different perspectives.
  • Abstract conceptualisation: the learner analyses and connects the experience to previous learning and develops new ideas about the content being taught.
  • Active experimentation: the learner acts on their new ideas by experimenting in their work setting.

At its heart, it is a process of “learning by doing.” The learner is an active participant in the educational process, and learning is achieved through a continuous cycle of inquiry, reflection, analysis and synthesis.

Activities embedded in the training include:

  • Case studies and scenarios
  • Simulations
  • Reflections on learners previous field experience
  • and work integrated learning (using the knowledge to undertake projects that contribute to current and relevant humanitarian / development work they are already engaged in)

Taking time for reflection and the construction of meaning

Learners are supported in reviewing and reflecting on their work / learning experience, often through a set structure or activity to focus on reflection. This activity could include written reflections, reflecting with others or creative reflections. Reflections serve as valuable formative assessments and help learners to construct meaning and draw connections between new information and their existing knowledge, experiences and ideas within the aid sector.

If you are interested to find out more about this service and how we may be able to work together, contact me via this link