Since the media trainers are the critical resources for project implementation, before starting training at schools it was imperative that they be equipped with the necessary skills for delivering training to the students. The training (May 18-21, 2009) aimed to instruct the participants in the context and concept of the project, implementation arrangements, the curriculum to be taught and training methodologies. Richard Meares, an international trainer, conducted the training. He had already developed a training manual which he later revised to incorporate participants’ feedback. The training focused on the following areas:
1. INTRODUCTIONS
In addition to the media trainers, representatives of the implementing NGO partners also attended the training. The first day of the training included an introduction to the project, the partners and the training manual. In addition to the presentations made by the project manager and NGO partners on project objectives and organizational arrangements, one potential media partner (Eckova, a Karachi production house) also shared information on the production capacity and facilities of the company. Additionally, the NGO partners had an introductory meeting with their assigned trainers at the end of the day.
2. WHAT WE TEACH
On the second day, the focus was on the potential problems and challenges trainers might face in schools during training, and proposed solutions. The most important aspects emerging out of the risk analysis that was carried out were cultural sensitivity considerations and the social environment in which trainers will work. The second half of the workshop focused on concepts and basics of journalism, story writing and reflection by participants on the contents of good journalism. This session also covered the ethics of journalism and the topics to be covered during training sessions at schools.
3. HOW WE TEACH
For the third day, the topics covered included teaching methodologies and practical exercises. Various group activities were designed to help participants understand the concept of student centred teaching and facilitation. Various teaching tips were also provided. The three-stage structure for the training was introduced. This process is a natural progression from easy to more complex journalistic theory and practice, with flexibility for trainers to adapt their teaching to local context and issues. In general, in Stage One students will write about things and people in their immediate environment: family, friends and school, working in or near the classroom. Stage Two moves to the local area: the village or town, and local politics, issues and officials. Stage Three moves up to a regional, national or even international level, introducing bigger issues.
4. PUBLISHING AND EVALUATING
On the final day of training, the participants discussed how to pitch stories to the media. The session also discussed the project evaluation methodology and indicators of success.