The innovative learning methodology based on experiental learning by means of psychosocial activities

ROBIN methodology to support educators to work with children and youth affected by migration


Date of publication:  31 Jul 2017 Publication type:  Toolkit / Handbook / Manual

Terre des hommes alongside its partners within Robin project, developed The innovative learning methodology based on experiential learning by means of psychosocial activities/ the ROBIN methodology.

ROBIN methodology pleads for an inclusive education which ensures that no learners are excluded or isolated from education. An inclusive approach of teaching is so important as it creates a “culture where all learners feel welcome, accepted, safe, valued and confident that they will get the right support to assist them to develop their talent and achieve their goals. „ (from )

The end result of the use of the methodology would support children and youth affected by migration enrolled in Second chance type programmes, to identify and reach their life goals, this will help them find motivation for learning, for continuing their studies.

The methodology includes elements that support multi-ethnic integration such as discrimination, cultural awareness, migration, and migrants’ rights; and also makes use of creative, interactive tools that promote non-verbal communication as a way to pass over the language barrier. It makes teachers/ trainers more aware about the children’s rights in relation to their status (asylum seekers, refugee, child left behind etc.).

Educators from Second Chance type programmes as target groups of the methodology will develop personal, social, methodological and technical skills that will support them to deliver their own subjects based on the learning needs of the students.

The learning objectives were established within the curriculum on the basis of the information gathered in the project from focus groups, online questionnaires and in depth interviews with the educators.

Among the specific objectives there are:

  • Being more aware on the impact of migration on children and youngsters and have good knowledge of the rights of children and youth affected by migration;
  • Being able to facilitate opportunities for the students to improve their ability to learn, promoting awareness of learning, fostering the most important competences of ‘the ability to learn’;
  • Being able to support students’ social skills development (conflict resolution competencies, interaction in the classroom with peer students and teachers, communication skills adapted to a context);
  • Being able to support the development of students’ personal skills (emotional health, resilience, empathy, self-motivation, self- esteem, self-evaluation skills);
  • Be prepared to raise awareness on the differences and similarities between people and ethnicities and promote tolerance;
  • Being able to include psychosocial activities into the teaching process;
  • Being aware of the benefits of peer support in second chance education context and being prepared to introduce effective techniques and approaches for conducting peer support interventions;
  • Being able to integrate appropriate information technology and digital devices into the learning process;
  • Being able to make learning attractive and accessible.

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European Union

This project is funded by: