Gerald Dowden

Educational pathway

As a learner -
1) As a participant on the Training of Trainers for European Youth Projects IV Course (Interkulturelles Zentrum)2003/04 - this enabled me to undertake a thorough professional audit of my experience, strengths and weaknesses, in the field of non-formal education at an international level.
2) As a trainee on the TESLA (Teaching English as a Second Language to Adults) RSA course in 1995 - I was able to adapt my non-formal training approach and methodology to the delivery of English language teaching - I learnt how to use role-play and simulation as a key language learning method (and was able to go on and design and develop an English language vocational qualification course at the British Refugee Council with my new competence).
3) As a trainee on the Certificate in Youth & Community Studies course (Thames Polytechnic 1987-89), through which I gained my community & youth work professional qualification - this was my introduction to youth work as a training methodology and to a range of non-formal training methods.
As a trainer -
1) The course I delivered (as co-trainer) in Senegal, West Africa, was an enriching and deeply-educational experience for me. This was a basic youth work course for participants who had substantial experience of work in the field but little expertise in non-formal delivery - this was a true professional challenge for me. I gained hugely from the participants, most of whom were volunteers (NGOs and the "associative" sector) and many of whom were working in very difficult contexts (for example HIV/Aids/sexual health) - their engagement and commitment to learning was both exemplary and very moving.
2) The course I delivered in London with two colleagues from the Training of Trainers course, with participants from 5 different countries, went deeper into issues of culture, identity and ethnicity than any course with which Im had previously been involved (as a trainer). We used a variety of non-formal methods, from simulation to outdoor "team" activities, which really broke down barriers and achieved a level of trust (the course title - "The Power of Trust") enabling participants to look at their own prejudice and assumptions in a positive way.
3) The Switch-On (youth exchanges for beginners) courses which we deliver for young adults (16+) from London have reached significant numbers of disadvantaged/excluded/at- risk young people. We use a venue in France so there is an experience of international travel. The most rewarding outcome of these courses is when the least confident young people participate in a group presentation of their simulated "hosting" programme on the last day - this is a great achievement for individuals who have never spoken in front of a group of people before.