The term ‘experiential learning’ is often mistakenly used to describe any learning experience that involves participatory activities. Yet, this misconception often fails to include real-world application of learning and therefore can fall short of lasting behavioural change. Experiential learning methodology is core to the Prospects psychosocial programme in Liberia, which builds ‘pre-employment skills’ in 3,500 vulnerable youth aged 15-24.
This practice paper highlights the experience of Prospects Liberia in implementing experiential learning through a number of channels within the psychosocial pillar of the programme. The learning provides other youth and education development practitioners with a resource that can be used to strengthen youth and behavior change programmes through the incorporation of the experiential learning theory.
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