These guidelines have been produced for Reflect practitioners who have already undertaken a Reflect Training of Trainers (TOT) and who are preparing to train community level facilitators through a 10-12 day Reflect Training of Facilitators (TOF) course. They have been developed to reflect the structure of a Reflect learning unit. That is, there are suggested overall aims for the TOF course provided, and then there are aims for each day of the course together with activities, suggestions for facilitating the activities, suggested time required for each activity, and notes on materials/preparation.

It is important to keep in mind that these guidelines are exactly that – guidelines, and they are not a ‘cast in stone blueprint’ for Reflect TOF courses. As with all Reflect resources, the suggestions in this document should be selected, adapted, rejected and supplemented according to the specific contextual priorities of participants where the TOF is taking place. Adaptations should also be made to meet the needs of the facilitator(s) of the TOF, as well as the specific overall objectives of the TOF course and the course programme, including the number of days the course is scheduled to be undertaken over – i.e. 10 days or 12, in two blocks of 5-6 days or in 10-12 consecutive days.

However, while you, as a user of these guidelines are strongly encouraged to maintain cognisance of the need to adapt these guidelines to context as mentioned, every attempt has been made to a) draw on the specific content and processes of the TOT course you have undertaken, and b) to ensure that the suggested Reflect TOF programme, programme aims, daily session aims and processes are reflective of the core content recommended to cover in a Reflect TOF course.

The overall aims of the training course are to support participants to:

• Understand and explain what the Reflect approach is and how it works in practice.
• Plan a structured learning process for your own context
• Use various Reflect tools and techniques to facilitate an understanding and analysis of your own context, and to plan for change.
• Facilitate a Reflect circle and understand how adults learn
• Facilitate literacy, numeracy and communication skills learning in Reflect
• Plan, organise and implement the Reflect process.
• Manage, monitor and evaluate the progress of a Reflect circle.