In a world where continuous learning and community engagement are key to personal and professional growth, innovative educational approaches like Tafakur and Mujawarat are making a significant impact. These dialogue-based adult learning methods, implemented in Jordan and Palestine* respectively, are designed to increase employability and engage learners in community initiatives through critical reflection, experiential learning, and participatory methodologies. The approaches are developed by DVV International and implemented by several adult training centres in Jordan and Palestine.
Tafakur: A Journey of Self-Discovery and Community Empowerment
The Tafakur approach, implemented in Jordan, is a learner-centred, non-formal learning method that emphasises dialogue and critical reflection. It is structured into three phases. Each phase is designed to help learners develop a critical understanding of themselves and their community, identify personal and community needs, and engage in meaningful learning activities that enhance their employability and community participation.
In the first phase, Tafakur Al Qabli, learners engage in activities that promote self-awareness and critical thinking. This phase helps them identify their strengths and weaknesses, as well as the opportunities and challenges within their community. The second phase offers two tracks: the vocational track, which focuses on increasing employability through professional training programs, and the community track, which emphasizes improving community life through initiatives developed and implemented by the learners. The final phase, Tafakur Al Baadi, encourages learners to reflect on their learning journey and apply their new skills and knowledge to their personal and professional lives.
Mujawarat: Building Hope and Community Resilience
Mujawarat, implemented in Palestine, is a similar dialogue-based adult learning approach that aims to empower disadvantaged adults and improve community life. Like Tafakur, Mujawarat is based on participatory methodologies and critical reflection. It consists of three stages: (1) Move and Hope, (2) Sowing Seeds and Watering: developing a roadmap, and (3) Harvesting: tracing impacts.
In the first stage, learners engage in activities that foster self-awareness, empathy, and communication skills. This stage helps them understand their own values, needs, strengths, and weaknesses, and encourages them to develop a sense of hope and determination. The second stage focuses on developing personal roadmaps or community initiatives that address the needs of the learners and their communities. The final stage involves reflecting on the learners' progress, celebrating their achievements, and identifying areas for further improvement.
The Benefits of Tafakur and Mujawarat
Both Tafakur and Mujawarat offer numerous benefits to learners and their communities. By promoting self-awareness, critical thinking, and community engagement, these approaches help learners develop the skills and confidence needed to pursue further education, find employment, or start their own businesses. They also foster a sense of belonging and support, as learners build strong networks with their peers, facilitators, and community members.
Moreover, these approaches contribute to social inclusion and community development by addressing the specific needs and challenges of disadvantaged groups, such as women and individuals with disabilities. By empowering learners to take control of their own learning and engage in meaningful community initiatives, Tafakur and Mujawarat help create more resilient and cohesive communities.
Conclusion
The Tafakur and Mujawarat approaches are powerful tools for unlocking the potential of adult learners and fostering community resilience. By emphasizing dialogue, critical reflection, and participatory methodologies, these approaches help individuals develop the skills and confidence needed to thrive in today's rapidly changing world. Feedback from learners, trainers and the community itself on the approach has been overwhelmingly positive. Many of the learners mentioned that they would have liked to have a continuation of the training.
'Thanks to this course, I am working in my own business, which makes me feel […] an active individual in society. This training exceeded my highest expectations. Furthermore, I made a lot of friends in this centre. I feel like I have a new family.’
The Creating New Learning research
The two approaches have been part of the ETF’s Creating New Learning (CNL) research and analysed based on the CNL conceptual framework. To learn about the findings of the research for the Tafakur and Mujawarat approach we invite you to read the summary reports attached to this blog post.
Would you like to know more? You find the summary reports of each case study attached.
*This designation shall not be construed as recognition of a State of Palestine and is without prejudice to the individual position of the Member States on this issue.
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