Training Methodology
Stroomversnellers works with Direct Education, an experience-based methodology in which trainers help harness the knowledge already present within the group. This method was developed by George Lakey, an activist and trainer active in social movements since the 1960s and the founder of Training for Change.
Direct Education is at the heart of who we are and what we do. It is a collaborative practice of training and group learning that emerged from decades of work by activists, organizers, and change-makers around the world. We learned the craft ourselves from the American organisation Training for Change.
Just as direct action confronts systems of injustice head-on, our approach challenges traditional education by confronting the beliefs, conflicts, and forms of oppression that prevent leaders and groups from fully realising their power, which is why we call it Direct Education.
Direct Education is about liberation and empowerment. Unlike traditional education, where expertise resides entirely with books and instructors, Direct Education invites the wisdom of each person's own experience. This practice is rooted in, and builds upon, the tradition of popular education, as popularised by the Brazilian educator Paulo Freire. We have drawn lessons from dozens of educational forms and methods, making the most useful elements accessible through our ‘train-the-trainer’ weekends.
The approach is group-centered. Our trainers build on group dynamics and the experiences of participants to introduce new content and enable the group to access its own collective wisdom. This deepens the learning process during the training while simultaneously creating tools that people can continue to use long after the training has ended. Here are some elements of the Direct Education approach as we apply it:
Emergent design
In our approach, facilitators are skilled at adjusting the agenda during a workshop to better align with the group's needs and achieve learning objectives. Our trainers often use “diagnostic” activities at the start of a workshop to explore the group's needs and modify the agenda where necessary. This allows them to remain open to the issues, challenges, and opportunities for growth that are present. Emergent design does not mean the group can simply do whatever it wants; rather, it is about the ability to recognise educational and transformative moments where new content can be most effectively absorbed.
Difference & diversity
Not merely as a theory, but as a common thread running through the entire workshop: we believe that an anti-oppressive stance must be visible at every level of facilitation (agenda setting, activities used, content, etc.). We therefore constantly pay attention to the dynamics between the mainstream and the margins within a group, and remain ready to support the group in delving deeper.
Learning moments regarding diversity often arise from unconscious expressions of stereotypes or other oppressive behaviours. Because we remain open to the group and work with an emergent design, we can make the most of these moments and are prepared to address conflicts when they arise.
The workshop as a laboratory
Much of our design is based on a four-part model of experiential learning: experiencing, reflecting, generalising, and applying. Without integrating practical application into the workshop, it is difficult to internalise new knowledge or behaviours, and little changes at home. One way we address this is by structuring the workshop as a laboratory where participants try out new behaviours, practice new skills, and make plans to apply the lessons at home.
Different ‘learning styles’
Traditional education emphasises reading, writing, and lectures as the primary modes of learning. We recognise that people learn in a variety of ways and especially through variety itself: visually, auditorily, physically, through the heart and connection, and more. This helps address attention spans and the need for variety. That is why we design with diverse learning styles in mind. For example, by using Adventure Based Learning exercises rather than relying only on auditory and visual channels.
Learning as risk-taking
Stroomversnellers trainers operate on the principle that deep learning implies change, and change requires risk; the facilitator’s task is not only to invite that risk but also to make the workshop a safer space for taking risks. This has implications for the agenda and facilitation (such as intentionally building a "container"), but it also means the facilitators themselves take risks, including the risk of being transparent with participants.
Direct Education employs a learning cycle known as the "ERGA circle," in which:
- Participants experience something (E)
- Participants reflect on this (R)
- Participants generalise the lessons (G)
- Participants apply the lessons (A).
This practical approach caters to diverse learning styles and ensures that participants often find the training valuable in the long run. Do not expect an expert standing before the group, firing information at you via PowerPoint. Our trainers facilitate a learning process driven by and with the group. This does not mean we only draw out existing knowledge; experiences serve as the starting point, not the endpoint.
There are other characteristics to Stroomversnellers’ unique Direct Education approach, particularly when applied in specific contexts such as intercultural workshops, training on direct action and strategy, and transformative or high-conflict workshops. Additionally, trainers may use other methods where appropriate, always in consultation with the client.
Facilitation by Stroomversnellers Trainers
Stroomversnellers trainers are all active (or have been active) in social movements. They have firsthand knowledge of social movements and therefore understand what it takes to truly mobilise individuals, groups, and society. For every request, we match the client with a trainer who has a relevant background and experience. Where necessary, we guide the trainer in adapting and refining our standard trainings to ensure the training aligns with the client's specific context and needs.
Professional development for trainers
At Stroomversnellers, up-and-coming talent is scouted, trained, and mentored to become independent trainers. Every independent trainer has completed the three-day "Learning to Facilitate" course, based on the Training for Change methodology.
They subsequently deepen their skills and methodological repertoire through peer consultation, coaching, and further training. This includes programs such as the Training for Change "Advanced Train-the-Trainer" and additional courses in methodologies that align with our training philosophy. Examples include workshops on trauma-informed facilitation, power and privilege, and group dynamics, as well as visual facilitation (business drawing). Other methodologies we employ include Deep Democracy, The Art of Hosting, and Social Presencing Theatre.
Quality development is an ongoing process. We gather feedback after every training session. In addition, we hold regular discussions, coaching sessions, and peer consultations where trainers exchange experiences and learn from one another.
Beyond methodological training, our trainers continuously expand their knowledge through courses, webinars, reading, and practical experience in the workplace or within activist movements. For example, several trainers completed Jane McAlevy’s "Organizing for Power" course, Liberties.EU’s "Persuasive Messaging" training, and ECDA’s "Digital Organizing" training.
Whenever possible, we deliver training sessions with two trainers. This offers participants diverse perspectives and working methods, and enables trainers to complement one another and keep each other sharp. In this way, we combine ideals with practical experience, expertise, and continuous development.