I was acquainted with the concept of the teacher playing the role as facilitator when my lecturers mentioned it 20 years ago. However, through my career as a teacher and an educator, it remained a word, a term, a vague inclination to try it out one fine day. It was only during my participation in the Smart School training programme for school teachers that its possibilities, advantages and benefits made significantly new sense to me. It coincided with the current concern with cultivating independent learning and thinking skills among our learners. Having made tentative attempts at playing the facilitator role with the first few groups of school teachers who came in for the KDP Bestari (Smart School INSET) in 1999, I thought that the March 2000 intake would be a good opportunity to consciously explore the facilitator practice in depths.

Collaboration is a crucial aspect of facilitating learners. In my lectures as a key trainer in the Smart School programme, I had talked about how a facilitator could be effective by collaborating with learners; and I had practiced in my cl

"…. to do that, you have to be accesible" (Bo, 220600 interview)

P Encourage the setting of objectives

Learners agreed that it was the responsibility of the facilitator to create a climate in which collaboration could occur. In order to start off on the right foot, a non-threatening environment seemed to be an important pre-requisite for the adult learner.

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