Reflections on Training 2
By Jigsaw
In this post, our three Research Advisors (Bello in Chad, Joyce in Uganda, and Abraham in Zambia) share their reflections on the second training week, which took place in late 2025.
The training focused on:
- Building on initial project definitions
- Strengthening peer researchers’ awareness of research ethics
- Analysing findings from the first data collection round
- Critiquing and strengthening tools for the next data collection
- Practising interviewing and focus group facilitation
- Presenting and discussing findings with key refugee education stakeholders
What was your perception of peer researchers’ progress during this training week?
Abraham: During training Peer Researchers (PRs) increased their understanding and everyone participated fully in group work. They asked questions and committed fully to written assignments. Their confidence grew; it was clear that they were presenting findings willingly rather than needing to be convinced.
Bello: One of the most notable developments among the PRs was their increasing ability to actively lead discussions, ask critical questions, and explain research concepts in their own words. During Training 2, I observed that they became more confident in facilitating group work, interpreting tools, and linking research concepts to their lived experiences as refugees. They were also more comfortable collaborating as a team, supporting one another, and providing constructive feedback—something I had not seen so clearly before.
Joyce: The Peer Researchers in Uganda demonstrated notable maturity and progress during the second training session. Compared to the first engagement, participants were more confident and actively contributed to making sense of the findings from the initial round of data collection. They provided valuable contextual insights and engaged constructively with questions and suggestions from government representatives, responding with clarity and confidence.
How have you developed as a Research Advisor: what did you learn through the process of preparing and supporting the training?
Abraham: I have achieved a lot during my engagement – I have learned and improved during the process. I have learned a lot about good facilitation, planning training, stakeholder engagement, and presenting research findings. Crucially, I have deepened my knowledge and skills in terms of mentoring and managing the PR research team.
Bello: This training contributed greatly to my own professional growth. Preparing and supporting the training helped me strengthen my facilitation skills, adaptability, and ability to explain complex research ideas in simple, accessible ways. Working with PRs from diverse backgrounds reminded me of the importance of patience, cultural sensitivity, and flexibility. I also improved my ability to observe group dynamics and adjust my support based on participants’ needs, rather than following a rigid plan.
What was one highlight from this training for you?
Joyce: Throughout the training, the Peer Researchers consistently sought clarification, supported one another, and participated actively in group work. A key strength of the session was the adequate time allocated for practicing interviews and focus group discussions. This practical exposure helped to significantly reduce the fears and anxieties that participants had expressed earlier in the training.
Bello: One particular highlight of the training was seeing PRs apply what they had learned in practical exercises, especially during group discussions and role plays. Witnessing their confidence grow—especially among those who were previously quiet—was very encouraging. It showed that the training approach was effective and that the PRs were truly owning the process.
Abraham: The group work was one of the most interesting parts. Peer Researchers explored together different tasks relating to wellbeing and agency, which attracted full participation of everyone. It was good to see self reflection from the PRs and watching them thinking about who they are in this project.
What was one important learning point that you took away from this training?
Joyce: The experience underscored the importance of allocating sufficient time for practice and demonstration of data collection methods, and of linking these methods to real school practices to enhance relevance and understanding. In addition, sustained stakeholder engagement throughout the research process will be essential to securing government buy-in and ensuring the uptake and use of research findings.
Abraham: One important learning is that stakeholder mapping involving the Research Advisors needs to be in place from the beginning so that we can engage with stakeholders and build up relationships prior to implementation. Stakeholder engagement should be carried out through existing structures and using the committees in which most of the relevant stakeholders already participate.
Bello: One important learning for us as a team is the value of continuous capacity building combined with practical application. PRs learn best when theory is closely linked to real-life examples and hands-on activities. For future training, we should continue to build in more time for practice, reflection, and peer learning, while also planning additional support for participants who may need it.
Funding
This work is supported by the Global Partnership for Education Knowledge and Innovation Exchange, a joint endeavour with the International Development Research Centre, Canada.
