Applying a Learner-Directed Training Approach in Non-Western Contexts: Toward a holistic model that seeks to transform people through sustainable, ... efforts within community-based organizations

A mentored, learner-directed approach is a very effective strategy to enhance local capacity-building initiatives, particularly in cross-cultural, non-western environments. The focus of this research project was to determine what factors are critical and how trainers can facilitate such an approach in an appropriate manner that can empower people, and ensure the community-based organizations, which they represent, are successful and sustainable. While many studies on both learner-directed methodologies and mentoring have been carried out, most have been carried out in western contexts and rarely are they combined. In spite of that fact, the importance of a learner-directed approach facilitated within the context of a mentoring relationship cannot be overstated. The educational systems in non-western contexts, like Pakistan, builds high levels of dependency between students and teachers, which allows teachers to have manipulative influence over learners and limits their ability to achieve their full potential. This controlling factor can best be addressed and reversed within the context of a mentoring relationship in which the mentor uses a variety of training processes to transition the protégé from a state of "bound dependency" to "empowered interdependency"—from a mindset of passive learning in a classroom to that of an active lifelong learner. The results of this study demonstrate how trainers with a learner-directed mindset are better able to help heavily dependent learners grow and become competent, interdependent learners, necessary for fostering indigenous vision and enhancing work performance. A key objective in this study was to develop a model that not only helps learners gain new knowledge, skills and attitudes, but, more importantly, helps them learn how to learn. The concepts of transformational development, capacity building, experiential learning, learner-direction, mentoring, enculturation and acculturation are some of the key terms that are explored in-depth. Also because the capacity-building initiative, the Forum for Language Initiatives (or FLI), is central to this study and is located in Pakistan, considerable research on the Pakistan educational system was carried out and is presented here. The methodology used in this study is qualitative rather than quantitative. I conducted several interviews, documented my observations and results, and gathered various evaluations. A grounded theoretical approach was used to analyze these data. I make a number of assumptions in this work--one being that trainers and trainees often approach learning activities unaware of their own assumptions and expectations which directly impact the learning process, sometimes negatively, sometimes positively. The analysis of these data produces a working theory that answers my primary research question, “Within non-western contexts, how can learner-direction and learner-interdependency be fostered in community-based projects and organizations in order to enhance people’s effectiveness and ensure organizational sustainability?” As a result of my research, I identify several factors that are critical for success and describe a framework, which borrows more from the field of development than education, that facilitates a transitional process for learners and leads toward transformed communities and people.