Facilitator’s Guide - Australia Awards

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MODULE 1SOURCING THEINNOVATIVE TRAINER

Facilitator’s Guide

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Facilitator’s GuideModule 1

This Facilitator’s Guide on Powerful AlternativeLearning Strategies or PALS is designed for theuse of local government training practitioners andindividuals in delivering highly-effective andlearner-centered training programs, including butnot exclusive to the actual training for the newlyelected officials (NEOs). These practitionersinclude local government operations officers(LGOOs) from the regional, provincial, city andmunicipal level.

The guidebook aims to reinforce the substanceand content of training modules for the country’sNEOs; the workbook on the first one hundreddays in office and the task list for these localchief executives (LCEs). It provides usefulinsights and techniques that facilitators canemploy in training LCEs on the crucial tasks ofpublic service and in disseminating vitalinformation on local governance.

This guidebook is a by-product of the arduousefforts of the Local Government Academypersonnel who underwent the training intensiveon PALS, through the auspices of thePhilippines-Australia Human ResourceDevelopment Facility(PAHRDF)--an AustralianGovernment-AusAID initiative.

This publication, developed in the advent of theNational Government’s New Philippines Agendamay be seen as an emerging paradigm forgreater innovation and creativity amongfacilitators and trainers in responding to thechallenge of transformative training.

Foreword

3

Message

Hon. Ronaldo V. PunoSecretary, DILG

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Message

Marivel Sacendoncillo, CESO IIIExecutive Director

Local Government Academy

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Message

The Australian Agency for International Development (AusA!D)through the Philippine Australia Human Resource DevelopmentFacility (PAHRDF), extends its greetings to the staff of the LocalGovernment Academy (LGA) for their participation at the recentlyconducted Training on Powerful Alternative Learning Strategies(PALS).

We commend the bold efforts of LGA in the institutionalizationof Alternative Learning Strategies as a training standard for localgovernment trainers and officials in the Philippines. The roll-outof PALS to Newly Elected Officials accross the country isa asignificant step towards the realization of our shared goal ofmore effective and responsive Local Government Units.

It is our hope that LGA will continue to play a key role in improvinggovernance at the local level through the introduction of innovativetraining strategies such as PALS. AusAID remains committedto working with our local partners for good governance leadingto improved prospects for economic growth.

Mabuhay

Angus BarnesActing CounsellorAusAID

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The Australian Agency for International Development (AusA!D)through the Philippine Australia Human Resource DevelopmentFacility (PAHRDF), congratulates the Local GovernmentAcademy (LGA) for recognizing a change paradigm to enhancetheir expertise in the design, management and conduct of highquality training programs for the local government.

It is truly admirable to note the speed of application that thecore learners of LGA have demonstrated as they embark toadopt a refreshing Powerful Alternative Learning Strategies(PALS) to ensure a delivery of first class workplace training andimproved customer service delivery to its huge stakeholders.

Congratulations for a job well done.

Milalin S. JavellanaPAHRDF, Facility Director

Message

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Technical andIntellectual Property

ConsiderationsThe materials of the Powerful Alternative Learning Strategies(PALS) modules are designed to assist the facilitator in deliveringthe PALS curriculum in the most appropriate and effective way.Included in the compendium of materials is a manual and acompact disc which contains the facilitator’s manual,presentation slides including related multimedia materials.

The curriculum materials contained in this manual weredeveloped in partnership with the eight (8) participants of thePAHRDF Capacity Building Workshop in Alternative LearningStrategies for Effective Workplace Training:

! Jose Gonzalo Ablay - Team Leader! Marciana Obispo - Assistant Team Leader! Lizbeth Jalimao! Leah Marie Sanchez! Myra Gabito! Oliver Larion! Elmo Dimaano! Liza Megia

The PALS facilitator will need the following additional resourcesto be able to utilize these materials:

1. Audio-video room2. Multimedia projector3. Computer/Laptop with CD Drive4. Microsoft Powerpoint software or Powerpoint

Viewer5. Windows Media Player or Real Player6. Internet connection

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Technical andIntellectual Property

Considerations

To access and use the slide presentations, including embeddedmedia, facilitator must first “unpack” or copy the module foldersinto the hard drive of the computer to be used. Failure to performthis initial procedure may result in inaccessible media orincomplete presentation. Module folders include PowerpointViewer in case host computer does not have MS Powerpointinstalled.

The PALS Training Manual and CD are properties of the LocalGovernment Academy (LGA) and the Philippines-AustraliaHuman Resource Development Facility (PAHRDF).

No part of this manual may be used commercially, or bereproduced in any manner whatsoever outside of local governancetraining purposes, without written permission from the LGA andPAHRDF.

The Cover

The PALS cover design depicts the essence of alternativelearning--its recognition of the multiple intelligences, the spiritof fun, learner-centered teaching and its transformative value toboth learner and teacher.

Interpreted and rendered by LGA Artist Iris Alegro-Igrobay, thecover design is an original image-illustration developed in AdobePhotoshop.

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Facilitator’s Guide

10


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ples

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ateg

ies:

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ultip

le I

ntel

ligen

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Larg

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roup

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Styl

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ATI

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ls o

f Tr

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valu

atio

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VI.

THE

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NS

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INER

: M

akin

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lyin

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ALS

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FEE

T

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rren

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ealit

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Po

wer

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Alt

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ativ

e Le

arn

ing

Str

ateg

ies

(PA

LS)

11

Mod

ule

MO

DU

LE 1

: SO

UR

CIN

G T

HE

IN

NO

VA

TIV

E T

RA

INE

RC

ore

Con

cept

Flex

ibili

ty a

nd T

rans

form

atio

nK

RA

/Out

com

esS

eein

g S

elf a

s Tr

ansf

orm

atio

nal

Trai

ner

Pra

yer

and

Nat

iona

l Ant

hem

Get

ting

to k

now

activ

ity a

ndLe

velin

g of

expe

ctat

ion

-P

ositi

ve a

ndTr

ue

The

faci

litat

or w

ill le

ad a

gam

e to

acq

uain

tth

e pa

rtici

pant

s w

ith e

ach

othe

r an

d bu

ildra

ppor

t of

the

fac

ilita

tor

with

the

parti

cipa

nts.

1.A

sk th

e pa

rtici

pant

s to

thin

k of

an

adje

ctiv

e th

at s

tarts

with

the

firs

tle

tter

of h

is/h

er n

ame

that

rep

rese

nts

a po

sitiv

e an

d tru

e st

atem

ent a

bout

them

selv

es.

2.Th

e pa

rtici

pant

s w

ill g

o ar

ound

toin

trodu

ce h

imse

lf to

a c

o-pa

rtici

pant

by s

ayin

g “H

i! I’m

adj

ectiv

e 1s

t nam

eor

nic

knam

e (e

.g. H

i! I’m

Mar

velo

usM

yra!

).He/

she

mus

t al

so a

nsw

er t

hequ

estio

n “w

hy A

m I

here

? an

d W

hat

do I

wan

t to

gain

from

this

trai

ning

?”.

3.A

fter

all p

artic

ipan

ts h

ave

intro

duce

dth

emse

lves

to a

ll co

-par

ticip

ants

, the

faci

litat

or w

ill1.

ask

for

shar

ers

of t

heir

expe

ctat

ions

.4.

Use

the

rand

omiz

er (

kush

bal

l) to

iden

tify

a sh

arer

and

writ

e th

e ke

yw

ords

of

the

expe

ctat

ions

on

the

ease

l pap

er.

10m

ins.

15m

ins.

Kus

h ba

llE

asel

pap

erm

arke

rs

Rem

arks

Topi

c A

ctiv

ityP

roce

ssT

ime

Res

ourc

es/

Mat

eria

ls

12


Rem

arks

Topi

c A

ctiv

ityP

roce

ssT

ime

Res

ourc

es/

Mat

eria

ls

5.P

roce

ss t

he a

nsw

ers

by r

eadi

ngal

l the

exp

ecta

tions

tha

t w

ere

men

tione

d an

d lin

k th

em to

the

over

all o

bjec

tives

of

the

train

ing.

Pro

cess

the

exp

ecta

tions

fur

ther

by

linki

ng th

em w

ith th

e ob

ject

ives

of t

hetra

inin

g pr

ogra

m.

Afte

r ga

ther

ing

the

expe

ctat

ions

of

the

parti

cipa

nts

and

linki

ng th

em w

ith th

eov

eral

l obj

ectiv

es o

f th

e pr

ogra

m,

brie

flydi

scus

s th

e co

urse

roa

dmap

. Te

ll th

epa

rtici

pant

s th

at th

e ro

adm

ap is

the

jour

ney

that

they

will

be

goin

g th

roug

hw

ith th

e en

tire

dura

tion

of th

e pr

ogra

m to

achi

eve

the

expe

ctat

ions

and

obj

ectiv

es.

Cou

rse

obje

ctiv

es a

ndro

adm

ap

Slid

e pr

esen

tatio

n

15m

ins.

Met

acar

ds/

mar

kers

5min

s.

Set

ting

ofag

reem

ents

/ho

use

rule

s

Idea

car

d/br

ains

torm

ing

Asi

de f

rom

kno

win

g th

e ex

pect

atio

ns a

ndob

ject

ives

of

the

train

ing

prog

ram

, an

othe

rfa

ctor

tha

t w

ould

con

tribu

te t

o th

esu

cces

s of

any

und

erta

king

is t

hepa

rtici

pant

’s v

alue

s an

d at

titud

es.

Tell

the

parti

cipa

nts

that

thes

eco

ntrib

utio

ns a

re c

ritic

al to

the

atta

inm

ent

of t

heir

expe

ctat

ions

and

obj

ectiv

es s

oth

at a

n ag

reem

ent a

mon

g th

e pa

rtici

pant

sis

als

o im

porta

nt.

13

Ask

the

parti

cipa

nt th

is q

uest

ion:

Wha

tca

n yo

u co

ntrib

ute

to h

elp

you

achi

eve

your

exp

ecta

tions

and

obj

ectiv

es f

rom

thi

stra

inin

g? H

ave

the

parti

cipa

nts

writ

e th

eir

answ

ers

on m

etac

ards

whi

ch y

ou w

illpr

ovid

e th

em w

ith. O

ne id

ea p

er c

ard.

Pre

sent

the

prop

osed

agr

eem

ents

and

say

that

you

wou

ld a

lso

like

to c

ome

toag

reem

ent w

ith th

em o

n ce

rtain

are

as.

Pre

sent

and

exp

lain

the

valu

e of

eac

hbu

llet.

Mes

sage

s fro

mth

e D

irect

oran

d A

ssis

tant

Dire

ctor

The

Dire

ctor

and

Ass

ista

nt D

irect

or g

ive

am

essa

ge to

insp

ire th

e pa

rtici

pant

s an

dco

mm

it to

sup

port

the

train

ers

in th

eap

plic

atio

n of

the

lear

ning

.

20m

ins

Intro

duce

ath

eme

song

for

the

grou

p

Bre

ak: b

reak

assi

gnm

ent

(get

to

know

)

Trad

ition

alTe

achi

ng a

ndC

olla

bora

tive

Lear

ning

Div

ide

the

parti

cipa

nts

into

2 g

roup

s an

das

k th

em to

enu

mer

ate

the

tradi

tiona

l and

mod

ern

way

of

doin

g th

ings

(e.

g. c

ourti

nggi

rls)

usin

g a

pict

ogra

m.

Dis

cuss

Tra

ditio

nal t

each

ing

and

Col

labo

rativ

e Le

arni

ng to

intro

duce

para

digm

shi

ft.

15m

ins.

Eas

el p

aper

Mar

kers

Cra

yons

Rem

arks

Topi

c A

ctiv

ityP

roce

ssT

ime

Res

ourc

es/

Mat

eria

ls

14


Rem

arks

Topi

c A

ctiv

ityP

roce

ssT

ime

Res

ourc

es/

Mat

eria

ls

Dis

cuss

the

impo

rtanc

e of

Alte

rnat

ive

Lear

ning

Stra

tegi

es5m

ins.

Intro

duce

the

PS

T m

odel

Slid

e pr

esen

tatio

nP

arad

igm

and

oper

atin

gpr

actic

e

10m

ins.

Div

ide

the

parti

cipa

nts

into

gro

ups

of 5

.A

sk t

he p

artic

ipan

ts t

he f

ollo

win

gqu

estio

ns:

•W

hat

are

the

oper

atin

gpr

actic

es i

n yo

ur o

rgan

izat

ion

inte

rms

of d

esig

ning

and

deliv

erin

g tra

inin

g pr

ogra

ms?

•W

hat

are

the

para

digm

s be

hind

such

pra

ctic

es?

Wor

ksho

pE

asel

pap

erM

arke

rs10

min

s.

Ple

nary

pre

sent

atio

n

Ask

the

par

ticip

ants

to

rate

the

mse

lves

acco

rdin

g to

how

the

y se

e th

emse

lves

as

train

ers

by fo

rmin

g a

line

(not

yet

com

pete

nt t

o ve

ry c

ompe

tent

)

Form

a li

neas

sess

men

t15

min

s.

Giv

e th

e pa

rtici

pant

s th

e ch

ance

to s

hare

thei

r in

sigh

ts o

n ho

w t

hey

see

them

selv

esno

w:

Mor

e po

wer

ful o

r hi

gh t

rust

(re

d pi

ll)or

less

pow

erfu

l or

low

tru

st (

blue

pill

)?In

dyad

s, a

llow

the

par

ticip

ants

to

shar

e.G

ive

1 m

inut

e ea

ch p

artic

ipan

t to

shar

e.G

ive

the

inst

ruct

ion

that

whi

le o

ne is

shar

ing,

the

othe

rs w

ill h

ave

to lo

ok th

e

15

Rem

arks

Topi

c A

ctiv

ityP

roce

ssT

ime

Res

ourc

es/

Mat

eria

ls

Pla

y th

e vi

deo

clip

The

Mat

rix- B

lue

and

Red

Pill

5min

s.

10m

ins.

Vid

eo c

lipV

ideo

clip

of t

heM

atrix

Par

adig

m S

hift

Ask

par

ticip

ants

to s

ign

thei

r na

me

on a

blan

k pa

per.

Then

ask

them

to s

ign

thei

rna

me

agai

n bu

t now

usi

ng th

e ot

her

hand

.

Pro

cess

:

How

did

you

feel

abo

ut th

e sh

ift fr

omsi

gnin

g yo

ur n

ame

usin

g yo

ur r

ight

han

d(if

rig

ht h

ande

d) to

usi

ng y

our

left

hand

(and

vic

e ve

rsa)

Was

it e

asy?

Wha

t do

you

thin

k is

the

grea

test

ele

men

tth

at h

elps

us

crea

te c

hang

e?

Wha

t doe

s it

take

to m

ake

that

cha

nge?

It’s

a m

atte

r of C

HO

ICE

.

Ask

the

parti

cipa

nts

to m

ake

a ch

oice

on

wha

t at

titud

e an

d be

havi

or t

hey

choo

se a

tw

ork

or a

t ho

me

I cho

ose

my

attit

ude

Ref

lect

ion

5min

s.

16


Preparation:

1. The requirements for this module are: a computer unit,LCD projector, easel paper, permanent board pens,metacards , coloring pens and masking tape. Set theseat least an hour before the session.

2. Load the powerpoint file PALS.Module1.ppt on thecomputer and set up the LCD projector.

3. Open the Module 1 with a prayer and by singing ournational anthem. Then lead a game to acquaint and buildrapport with other participants and with you as thefacilitator.

- Ask the participants to think of an adjective that startswith the first letter of his/her name that represents apositive and true quality about him/her.

- All participants will mill around and introduce themselvesto the others by saying “Hi! I’m adjective 1st name ornickname (e.g. Hi! I’m Marvelous Myra!). The otherperson will in turn respond by stating his/her positiveand true quality and his/her name. They will also sharetheir answers to the questions “Why Am I here?” and“What do I want to gain from this training?”.

- After participants have introduced themselves to eachother, the facilitator will ask them to settle back to theirchairs. Then the facilitator invites participants to sharetheir expectations of the two-day program.

- To encourage participants to speak up, use therandomizer (kush ball). Tell participants that you areabout to throw the ball and the person who catches itwill share his/her expectations about the two dayprogram Nobody is to duck or avoid the ball. The

17

facilitator will write key words of the responses on easelpaper.

- Aim to get at least ten different responses. Then readaloud from your list and link them to the overallobjectives of the training.

3. Show the objectives of the training.

4. Briefly discuss the course roadmap. Say that the roadmapis the journey that they will go through and this will helpachieve both their expectations and the programobjectives. If there are expectations that are not coveredby the program design, then say so.

5. Now that you have leveled off expectations and objectivesof the training program, shift to their commitment that willcontribute to the success of the program:

- Ask participants:”What can you contribute to achieveyour expectations and help reach the trainingobjectives? They are to write one idea per metacardand post on the white board or on the wall.

- Cluster the responses so you do not need torepeatsimilar ideas.

- Get agreement from the participants that they are toactively contribute and share their ideas, suggestions,comments and observations.

7. At this point, you may now call the guest speakers(Regional Director, Assistant Regional Director or anylocal official) to give his welcome message.

8. You may also introduce the program’s theme song like“Whatever you Imagine” that will inspire and motivatethem during the training.

18


do this by asking participants to count off 1-2-3, 1-2.-3depending on the total number of participants.

- Each sub-group is to verbally share the traditionalmethods or ways of how we conduct traininginterventions.

- Then they convert their answers into a pictograms oneasel paper. They will draw pictures or icons of howthey conducted training ten or fifteen years ago andhow it s done now. They may add phrases or wordsand use various colors to highlight a point. (ten minutes)

- Announce the criteria for the best sub-group output.Evaluation criteria are:

! Most number of ideas in the pictogram! Creative output using pictures, colors and

words.- They choose their sub-group reporter who will present

their output in the plenary group.- Everyone will show their appreciation by clapping their

hands.- After all sub-groups have reported, announce the winner

of the best ouput awarde..

2. Show slide on Collaborative Learning for participants toshow the distinctions of traditional teaching fromcollaborative learning

Presentation:

1. Introduce the topic onTraditional Teaching andCollaborative Learningthrough an activity.

- Create sub-groups ofnot more than 8participants. You can

19

- Traditional learning more often than not takesplace inside the classroom. Collaborative learningextends beyond the classroom. Students aregiven other learning venues where they continueto absorb new ideas and information is presentedin such a way that they are able to process theinformation and link it to their current reality.Participants see the relevance of learningactivities to what needs to be done to meet workand team objectives.

4. With the change in paradigm from a teacher-centered toa learner-centered approach in training, discuss theimportance of Alternative Learning Strategies

5. Introduce Alternative Learning by explaining that:

3. Differentiate Traditional Learning from CollaborativeLearning by saying that:

- In traditional teaching, the teacher is in controlso the power and responsibility are primarilyteacher- centered. The teacher is the instructorand decision maker. In a collaborative learningenvironment, students participate in the conductof the learning process. Power and responsibilityare primarily centered on the students. Theteacher facilitates and guides in a collaborativelearning and the students are the decisionmakers.

- In collaborative learning, students work togetherto reach a common goal rather than compete forgrades or attention..

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- An ancient Chinese proverb says, “Tell me and I forget,Show me and I remember, Let me and I understand,”Understanding is more reinforced when the learner isinvolved in the learning process.

- Adults prefer a physical environment which iscomfortable and conducive to learning. Features of suchan environment include: comfortable chairs, sufficientlighting, effective use of white/blackboard and overheador LCD projector. Ensure that they see what’s on thescreen and on flip chart without straining; that theacoustics allow everybody to hear without straining,and the room temperature is just right. Adults prefer alearning environment that is friendly, informal, relaxed,supportive and non-threatening,atmosphere.

- Aside from the learning environment, alternative learningstrategies also considers engaging the MultipleIntelligence of participants and varied learning styles.

3. Introduce the PST model (slide no. 12-15) by discussingthat:

- Tasks are skills and techniques that they can acquirefrom the intervention

- Systems are structures, frameworks and processesthat can be enhanced through the training

- Paradigms are values or culture, assumptions &personal truth and perceptions & context. Paradigmsare:

• a mental model• a way of seeing• a filter for one’s perceptions

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• a frame of reference• a framework of thought or beliefs through which

one’s world or reality is interpreted

4. Operating practice (slide no. 16), on the other hand, arestandard & business Practices that are built on certainparadigms and circumstances may have changed sincethe start of these practices but the continued use of thepractice tends to reconfirm the old beliefs

Practice:

1. Facilitate a workshop on Operating practice and paradigm(slide no. 17).

- Divide the participants into sub-groups of 5participants.

- Ask the following questions:o What are the operating practices in your

organization in terms of designing anddelivering training programs?

o What are the paradigms behind suchpractices?

- Ask the participants to write their responses on theflip chart which will be shared in plenary.

- After sharing their responses, ask the participants toidentify what needs to shift.

2. Introduce Paradigm Shift and Operating practices bystating that the Traditional teacher’s paradign is that most

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employees attend training programs because they wereasked to go. The teacher’s operating practice is that theyrattle off facts, figures, principles, guidelines in rapidsuccession and end the training program as quickly asthey can while the participants have not sneaked out yet.

3. Where are you now as a facilitator? Do you end theprogram in the shortest possible time; stick to lecturesand avoid using other methodologies that will makeparticipants stay longer than usual? Or are you willing toincorporate in your design other methodologies andtechniques where participants practice using the skill whilestill in the ‘laboratory of learning’? To deviate from theheavy use of lecture and use structured leaning exercise,and other interactive learning activities will require a longertime and takes more effort to prepare. Do you trust theparticipants enough that they will be more engaged if youuse varied teaching methodologies? Will you choose totake the red pill which symbolizes powerful and high trust?Or will you choose the blue pill which suggest that beingcontent with the lecture method which college professorsheavily rely on? (slide no. 19)

4. Form dyads. In the dyad,each participant has to shareyour own practice as a trainer because of your age orsex. Example: “I dress down and wear no make up whenI conduct training. I don’t use pictures or clipart in mytraiing slides because it takes too much time to research,”Give instruction that while one is sharing, the partnerswill maintain eye contact.. Do not ask questions, justlisten to the person sharing. After one minute, the partinerwill do the same.

5. After the two minute sharing, ask them to think aboutthey just shared. Challenge participants to admit that itis time for them to make a paradigm shift (slide no. 20).

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Say: Think of a Paradigm Shift as a change from one wayof thinking to another. It’s a revolution, a transformation,a sort of metamorphosis. It just does not happen, butrather it is driven by agents of change. Change isinevitable and difficult. But change has to happen and itjust takes one thing to change.

6. To make the change is not convenient or easy. Let usexperience how it feels to incorporate changes. Askparticipants to sign their name on a blank paper like theyare signing a check using the hand that they normallyuse to write. Then ask them to sign their name again butnow using the other hand.

7. Process the activity by asking:

- How did you feel about the shift from signing yourname using your right hand (if right handed) to usingyour left hand (and vice versa)

- Was it easy? Why? Was it difficult? Why? Do youthink if you keep signing your name using the ‘otherhand’ you will reach a point when you will feelcomfortable signing in this manner.

- What do you think is the greatest element that helpsus create change?

Say: Human Beings resist change; It all begins in themind of the person. What we see with our eyes and howwe interpret what we see is influenced by our ownexperiences – the kind of family we grew up in, what welearned or did not learn from our school, what we see,hear and read from mass media, what we heard from ourpriest or minister, what our friends and peers tell us andmany other factors. However, when do not have to berestricted by our own past. We can choose what we are

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now. We can choose to change or continue to be who weare at the moment...

8. Load and play the film clip of “The Matrix” (hyperlinked Inslide no. 21)

9. After the film, quote H.G. Wells who said that, “Your lifeis the sum result of all the choices you make, bothconsciously and unconsciously. If you can control theprocess of choosing, you can take control of all aspectsof your life. You can find the freedom that comes frombeing in charge of yourself.

Then challenge the participants by asking: What does ittake to make that change? It’s a matter of CHOICE. Whatchoice will you make? (slide no. 22)

.10. Using the M&M chocolate candies, challenge the

participants to make a choice. The RED pill or BLUEpill? Say: “I now challenge you to take the red pill astransformational trainers. Go for change in the way youlook at or do things either at home or at work” (slide no.23).

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Presentation Slides


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Powerful Alternative Learning Strategies: Facilitator’s GuideModule 1 – Sourcing the Innovative Trainer

Copyright © 2007 Local Government Academy (LGA)

All rights reserved. No portion of this book maybe copied or reproduced inbooks, pamphlets, typewritten, xeroxed, or in any other form for distribution

or sale, without permission from the Academy.

ISBN No. : 978-971-0383-41-2

Printed and bound in Manila, Philippines.

Published by:

Local Government Academy,Department of the Interior and Local Government

8/F Agustin I Building, F. Ortigas Jr. Road (formerly Emerald Avenue),Ortigas Center, Pasig City, 1605 Philippines

Tel. No. (632) – 634-8430 / 634-8436www.lga.gov.ph

This project was undertaken in collaboration with the Philippines Australia Human Resource Development Facility-

An Australian Government, AusAID Initiative

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Facilitator’s Guide - Australia Awards

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