A technical note based on work in Indonesia covers designing and using simulations for training nonformal educators. The first section defines simulations and discusses situations when simulation is appropriate, participants, and considerations for trainers planning a simulation. A sample simulation about planning. "Why is Participation Important?" gives notes for trainer and participants, instructions for groups and role players, discussion of outcomes, results from using the simulation at six Indonesian teacher training colleges, and guidelines for evaluating the simulation. A section on designing simulations gives five steps (identify problems, plan activities, establish learning objectives, write directions, or write notes for trainers), and describes a second simulation,"Motivation and Participation among Women in the Community," including notes for trainer and participants; directions for monitors, secretary and community leaders; roles for community members; and outcomes. An appendix provides additional tasks and role cards. A summary lists five questions trainers should consider while writing simulations: what problem will learners experience; what means does the simulation give learners to resolve the problem; how do strategies (roles, groups, games) demonstrate extent and nature of the problem; how might what learners do and feel during/after the simulation express the complexity of real-life problems; and how will learners' participation give more understanding of the problems involved. (MH)