Human Rights Training. A Manual on Human Rights Training Methodology

21 Pages·0.333 MB·English

by  United Nations.

HIGH COMMISSIONER FOR HUMAN RIGHTS
CENTRE FOR HUMAN RIGHTS

PROFESSIONAL TRAINING SERIES No. 6

Human Rights
Training

A Manual on Human Rights
Training Methodology

UNITED NATIONS
HIGH COMMISSIONER FOR HUMAN RIGHTS
CENTRE FOR HUMAN RIGHTS

PROFESSIONAL TRAINING SERIES No. 6

Human Rights
Training

A Manual on Human Rights
Training Methodology

UNITED NATIONS

New York and Geneva, 2000
NOTE
The designations employed and the presentation of the material in this
publication do not imply the expression of any opinion whatsoever on the part of
the Secretariat of the United Nations concerning the legal status of any country,
territory,cityorarea,orofitsauthorities,orconcerningthedelimitationofitsfron-
tiersorboundaries.
*
* *
Materialcontainedinthispublicationmaybefreelyquotedorreprinted,pro-
videdcreditisgivenandacopyofthepublicationcontainingthereprintedmaterial
issenttotheOfficeoftheUnitedNationsHighCommissionerforHumanRights,
UnitedNations,1211Geneva10,Switzerland.
HR/P/PT6
UNITEDNATIONSPUBLICATION
SalesNo.
ISBN92-1-116726-4
ISSN1020-16888
CONTENTS
Chapter Paragraphs Page
III. HUMANRIGHTSTRAININGMETHODOLOGY........................................................ 1-14 1
A. Collegialpresentations ......................................................................... 2 1
B. Trainingthetrainers............................................................................... 3 1
C. Interactivepedagogicaltechniques........................................................ 4 1
D. Audiencespecificity.............................................................................. 5 1
E. Apracticalapproach.............................................................................. 6 1
F. Comprehensivepresentationofstandards............................................. 7 2
G. Teachingtosensitize.............................................................................. 8 2
H. Flexibilityofdesignandapplication..................................................... 9 2
I. Competency-based................................................................................. 10 2
J. Evaluationtools..................................................................................... 11 2
K. Theroleofself-esteem.......................................................................... 12 2
L. Linkagetoorganizationalpolicy........................................................... 13 2
M. Plannedfollow-up.................................................................................. 14 2
III. EFFECTIVETRAININGTECHNIQUES.................................................................... 15-38 3
A. Learningobjectives................................................................................ 15-16 3
B. Tailoringcourses.................................................................................... 17 3
C. Theparticipatorymethod....................................................................... 18-20 3
D. Participatorytechniques........................................................................ 21-36 4
E. Locationsfortrainingcourses............................................................... 37 5
F. Planningforparticipants’needs............................................................ 38 5
III. TRAINERS........................................................................................................ 39-47 7
A. Selectionoftrainers............................................................................... 39-40 7
B. Briefingtrainers..................................................................................... 41 7
C. Instructionsfortrainers.......................................................................... 42 7
D. Tipsformakingpresentations............................................................... 43 8
E. Keyterminology.................................................................................... 9
F. Adaptingcoursestochallengingfieldconditions.................................. 44-47 9
IV. ANINTRODUCTIONTOHUMANRIGHTSANDTHEUNITEDNATIONSHUMAN
IV. RIGHTSPROGRAMME......................................................................................... 48-84 10
A. Whatismeantby“humanrights”?........................................................ 49-50 10
B. Someexamplesofhumanrights............................................................ 51 10
C. Whatis“development”? ....................................................................... 52 11
D. Therighttodevelopment....................................................................... 53-54 11
E. How does a “rights-based approach” to development differ from a
“needs-basedapproach”?....................................................................... 55 11
F. Wheredohumanrights“rules”comefrom?......................................... 56-64 11
G. Whomakestheserules?........................................................................ 65 12
H. Wherearetherulesmade?..................................................................... 66-70 12
I. Whomonitorshumanrights?................................................................ 71-77 12
J. TheroleoftheHighCommissionerforHumanRights........................ 78 13
K. Institution-buildingandtechnicalcooperation...................................... 79-80 13
L. Enforcement........................................................................................... 81-83 14
M. Howarehumanrightscomplaintsandpetitionshandled?.................... 84 14
ANNEX: TheUniversalDeclarationofHumanRights.............................................................. 15
iii
CHAPTER I
HUMAN RIGHTS TRAINING METHODOLOGY
1. The Office of the United Nations High Commis- avarietyofeffectivetechniquesfortrainingadults.Inpar-
sionerforHumanRights(OHCHR)hasbeeninvolvedfor ticular,suggestionsaremadefortheuseofcreative,inter-
manyyearsintrainingpersonsworkinginvariousprofes- active teaching methods, which offer the best hope for
sionsinareasofhumanrightswhichtouchontheirpartic- securing the active involvement of the programme par-
ular field of competence. The methodological approach ticipants.OHCHRhasidentifiedthefollowingtechniques
developed on the basis of the experience gained is com- as especially appropriate and effective in human rights
prisedofbasicelementswhich,appropriatelyadaptedand trainingforadults:presentationanddiscussion,paneldis-
modified for each target group, can provide useful guid- cussion, working groups, case studies, problem-solving/
ancefortheconceptualization,planning,implementation brainstorming,simulation/role-playing,fieldtrips,practi-
and evaluation of human rights training programmes for calexercises(includingdrafting),round-tablediscussions
adultprofessionals.Theseelementsaredescribedbelow. andvisualaids.Pointersontheuseofsuchtechniquesare
providedbelowinchapterII.
A. Collegialpresentations
D. Audiencespecificity
2. For the selection of resource persons, OHCHR
advisesdrawingfromalistofexpertswhichispracticalin 5. OHCHR has learned that the mere recitation of
orientation. Rather than assembling panels composed vagueprinciplesofgeneralapplicabilityofferslittlehope
entirely of professors and theorists, it is better to opt for of affecting the actual behaviour ofa given audience. To
practitioners in the relevant field. In the experience of be effective—indeed, to be at all worthwhile—training
OHCHR,muchmorecanbeaccomplishedthroughacol- andeducationeffortsmustbedirectlytargetedandappro-
legial approach, in which development professionals, priatelyaddressedtoaparticularaudience,betheypolice,
police,orjudges,forexample,discussthesematterswith health-care workers, lawyers, students or development
eachother,thanbyaprofessor-studentmodeloftraining. professionals.Accordingly,thecontentofOHCHRteach-
This approach allows the trainer to access the distinctive ing materials focuses more on the standards directly rel-
professionalculturewhichsurroundseachparticularaudi- evant to the daily work of the professional trainees and
ence. At the same time, practitioners/trainers should be less on the history and structure of UnitedNations
accompanied and supported by experts in human rights, machinery.
thus ensuring that the substance of international human
rights standards is fully and consistently reflected in the
E. Apracticalapproach
coursecontents.
6. OHCHR training begins with the recognition that
B. Trainingthetrainers professional groups in the real world want to know not
just what the human rights rules are, but also how to do
3. Participants in human rights training courses their job effectively within the confines of those rules.
shouldbeselectedontheunderstandingthattheirrespon- Without bowing to instrumentalist approaches to human
sibilities will continue after completion of the training rights,trainersmustalsorecognizethatprofessionalswill
exercise. Each will be charged with conducting his/her alsowanttoknow“whatisinitforthem?”.Thatis,what
own training and dissemination efforts after returning to valuecanabetterunderstandingofhumanrightsbringto
his/her duty station. In this way, the impact of such their work? Training efforts which ignore either of these
courses is multiplied as the information imparted is dis- areas are likely to be neither credible nor effective.
seminatedthroughouttheinstitutionsconcerned.Accord- Accordingly, trainers and course designers must include
ingly, in addition to substantive content, the courses practical information* on proven techniques for the per-
shouldincludetrainingmethodology andcapacity-build- formance of the actual duties of the participating profes-
ingcomponents,suchaslessonsandmaterialsdesignedto sionals, as derived from the recommendations of experts
imparttrainingskillstoparticipants.
*Whilepracticalrecommendationsareakeycomponentofcourses
C. Interactivepedagogicaltechniques offeredunderthisapproach,itwouldnotbepossibletoprovidedetailed
training on technical professional skills in a human rights course.
Instead, the existence of such techniques should be highlighted and
4. ThecoursesdevelopedbyOHCHRanddescribed
targetedforfurthertrainingasafollow-uptohumanrightstraining,and
inthesematerialsincludeasectiondesignedtointroduce conceptuallinkagesshouldbemadebetweenthetwosetsofskills.
1
and literature on the current best practice for the profes- J. Evaluationtools
sioninquestion.
11. Training courses include pre- and post-training
evaluative exercises, such as testing questionnaires,
F. Comprehensivepresentationofstandards
which serve three crucial purposes. Pre-course question-
naires,whenproperlyutilized,allowatrainertotailorhis/
7. Thesecoursesshouldbethoroughintheirpresen-
hercoursetotheparticulareducationalneedsoftheaudi-
tationoftherelevantinternationalstandards.Tothisend,
ence. Post-course questionnaires and evaluation sessions
relevantinstrumentsandsimplifiedlearningtoolsshould
willbothallowtraineestogaugewhattheyhavelearned,
betranslatedanddistributedtoparticipants.Ineverycase,
andassisttrainersinthecontinuous(crucial)modification
oneormorepersonsspecializedinhumanrightsshouldbe
andimprovementofcoursesandmaterials.
involved,tocontrolthesubstantivecontentofthecourses
andworkshops,andtosupplementcoursepresentationsas
required.
K. Theroleofself-esteem
G. Teachingtosensitize 12. Theimportanceofappropriateregardfortheself-
esteem of adult trainees cannot be overemphasized. Pro-
8. In addition to imparting standards and practical fessionals will bring to the classroom their own profes-
skills, OHCHR courses should also include exercises sionalexpertiseandpracticalexperience,whichshouldbe
designed to sensitize trainees to their own potential for acknowledged and can be tapped for the benefit of the
contributing to violative behaviour, however unwitting. course.Theextenttowhichthetrainerdoessowilllargely
For example, well-developed exercises (including role- determine the trainee’s reaction to the training exercise.
playing) which can make trainees aware of gender or Obviously, participants will not respond well to instruc-
racialbiasintheirownattitudesorbehaviourcanbeval- tionwhichisseenas“spoonfeeding”;norwilla“school-
uable. Similarly, the special import of particular stand- teacher” approach or a “military” approach be well
ards as they apply to women, for example, is not always received.Instead,trainersshouldseektocreateacollegial
obvious.Traineesshouldbemadetounderstandthat,for atmosphere in which the exchange of expertise and
example,theterm“degradingtreatment”,asfoundinvar- experience is facilitated, the professional knowledge of
iousinternationalinstruments,mayimplydifferentactiv- trainees recognized and professional pride encouraged.
itiesandthresholdswhenappliedtowomenascompared The goal here is to send the message that knowledge of
tomen,ortooneculturalgroupasopposedtoanother. human rights is a key element of professionalism in the
workofthetargetgroupandthat,accordingly,thetrainees
havemuchtogainandalsomuchtocontributeinthisarea.
H. Flexibilityofdesignandapplication
9. Tobeuniversallyuseful,trainingcoursesmustbe L. Linkagetoorganizationalpolicy
designed in such a way as to facilitate their flexible use,
withoutimposingasinglerigidfocusorapproachonthe
13. If training is to produce the desired impact on
trainers. Courses must be adaptable to the particular cul-
behaviour and professional performance, it must be
tural, educational, regional and experiential needs and
clearlysupportedby,andlinkedto,correspondingrulesin
realities of a diverse range of potential audiences within
the trainees’ institutions. Institutional policy must re-
thetargetgroup.Accordingly,coursematerialsshouldnot
flectthe human rights imperatives taught in the class-
be intended to be read verbatim to trainees. Trainers
room,andmanagementmustbetrainedinandcommitted
should create their own targeted presentation notes and
toensuringitsapplication.
materials, based upon the content of prepared materials
andtheparticularrealitiesontheground.Trainingshould
beconstructedinself-containedmodules,allowingappro-
M. Plannedfollow-up
priateselectionandtailoringaccordingtoparticularneeds
andobjectives.
14. Traditionalhumanrightstraininginitiativeshave
oftenbeencomposedof“alectureandawave”.Meaning-
I. Competency-based
ful,competency-basedandobjective-orientedtraining,on
theotherhand,requiresacertaindegreeofsustainedcom-
10. The training courses should result in improved mitmentandplannedfollow-up,ifimprovedcapacityisto
competence in the relevant field. Unlike briefings and be achieved. This means that the training programme
seminars, training courses should be designed around shouldincludestructuredfollow-upplansfromtheformu-
learningobjectives,andalltraineesshouldberequiredto lation stage. They may include periodic return visits by
demonstrate competence throughout the course during specialists for quality control, review and reinforcement
assignedexercises,andtoundergotesting(intheformof purposes,orasystemofreviewandreportingtobecarried
awrittenexamination)bothbefore,anduponcompletion out by the local trainers themselves. The newly trained
of the course. Comparison of pre- and post-course test trainers should be charged with implementing fully-
results,togetherwithcarefulattentionduringcoursepres- developed training programmes in their own right, fol-
entationsbyparticipants,providesaconcretemeasurefor lowing from the pilot or initial programme. Of course,
evaluatingimprovedcompetence. periodicandfinalevaluationisamust.
2
CHAPTER II
EFFECTIVE TRAINING TECHNIQUES
A. Learningobjectives —Strategy and policy-making aspects for managerial
personnel;
15. Human rights training should be based upon
—Pedagogicalaspectsfortrainers;
clearlyarticulatedobjectives.Theobjectivesofthetrainer
should facilitate satisfaction of the needs of the trainee.
—Operationalaspectsforothers;
Three basic learning objectives should form the founda-
tion of such programmes and mirror the following needs —Aspectsofparticularrelevancetoprofessionalswith
ofthetrainees. specific functions, such as regional specialists,
“technicians”,etc.;
—To receive information and knowledge of what
human rights and humanitarian standards are and what —Basic training in only the most fundamental areas
theymeanfortheworkofthetraineesintheirprofessions; andkeyconceptsforsupportstaff;
—Toacquireorreinforce skills,so thatthefunctions (c) Thelargelypracticalandpragmaticorienta-
anddutiesoftheprofessionalgroupcanbefulfilledeffec- tion of adult trainees who are professionals should be
tivelywithduerespectandregardforhumanrights.Sim- reflected in the education and training methods adopted.
ple knowledge of standards is not enough to enable Thismeans:
trainees to transfer these rules into appropriate profes-
sional behaviour. The acquisition of skills should be —Creatingthe opportunity totranslate ideasandcon-
viewedasaprocesswherebyskillsarefine-tunedthrough ceptsintopractice;
practiceandapplication.Thisprocessmayneedtobecon-
tinued,inthelightoftrainingneedsidentifiedinspecific —Enabling participants to focus on real problems of
areas of the trainees’ work, including through appropri- theirprofession;
atelytailoredfollow-upprogrammes;
—Responding to issues of immediate concern to par-
—To become sensitized, i.e. to undergo a change in ticipantsraisedbythemduringtheprogramme.
negative attitudes or to reinforce positive attitudes and
behaviour, so that the trainees accept, or continue to
C. Theparticipatorymethod
accept, the need to promote and protect human rights
through their work, and actually do so in the course of
18. For maximum effect, a few basic principles
theirprofessionalduties.Thequestionatissuehereisthe
shouldbekeptinmindinapplyingtheparticipatorytrain-
valuesofthetrainee.This,too,isalong-termprocess,to
ingmethoddescribedbelow.Recallthe13elementsofthe
bereinforcedbyfurther,moretechnical,training.
OHCHRapproachtotraining,detailedinchapterI:
16. Thus,tobeeffective,trainingshouldbeaimedat
—Collegialpresentations;
improving knowledge, skills and attitudes in order to
contributetoappropriateprofessionalbehaviour.
—Trainingthetrainers;
—Interactivepedagogicaltechniques;
B. Tailoringcourses
—Audiencespecificity;
17. Whenarrangingtrainingprogrammes,theprinci-
ples of audience specificity and relevance require that —Apracticalapproach;
organizersfollowafewbasicrulesofthumb:
—Comprehensivepresentationofstandards;
(a) Courses and programmes should be preceded by
—Teachingtosensitize;
andbaseduponaconsultativeneedsassessmentinvolv-
ingthetargetinstitutionorgrouptobetrained;
—Flexibilityofdesignandapplication;
(b) Whenever possible, separate training pro-
—Competency-based;
grammes should be arranged for different categories
withintheprofession,accordingtotheparticularfunction —Evaluationtools;
and context of that sub-group’s daily work. This allows
trainingtofocuson: —Theroleofself-esteem;
3
—Linkagetoorganizationalpolicy; in the presentation; and also enables them to consider
thepracticalimplicationsofhumanrightsstandardsfor
—Plannedfollow-up. theirday-to-daywork;
19. Thismethodrequiresanapproachwhichisinter- Focus and flexibility—enables participants to focus on
active,flexible,relevantandvaried,asdescribedbelow: mattersofrealandcurrentconcern;andenableseduca-
tors and trainers to adapt to participants’ needs as the
Interactive—This programme implies the use of a parti- courseprogresses.
cipatory, interactive training methodology. Adult
trainees most readily absorb human rights course cur-
ricula when they are not “spoonfed” the material. D. Participatorytechniques
Rather, for effective training, they should be fully
involved in the process. As practitioners, the trainees
21. Selected participatory techniques are provided
will bring to the course a rich pool of experience,
below:
whichmustbeactivelydrawnoninanyinterestingand
effectivecourse.
1. Presentationanddiscussion
Flexible—Contrarytocertainmythsassociatedwithadult
training, it is not advisable to adopt a “military” 22. Followingapresentation(asdescribedabove),an
approach,inanattempttoforcetraineestoparticipate. informal discussion is useful to clarify points and facili-
The result of such techniques is, more often than not, tate the process of translating ideas into practice. Such
the sowing of resentment among trainees and, conse- discussions are conducted by the presenter, who should
quently, the closing of effective avenuesofcommuni- trytoinvolveallparticipants.Itisusefulforpresentersto
cation between trainer and trainees. While a certain haveapreparedseriesofquestionsavailabletoinitiatethe
levelofcontrolshouldbemaintainedbythetrainer,the discussion.
first rule should be flexibility. Questions—even chal-
lenges—from the audience should be welcomed, and 23. Attheconclusionofthepresentationanddiscus-
shouldbeaddressedbytrainersinapositiveandforth- sion, the presenter should provide an overview or sum-
rightmanner.Similarly,excessivelyrigidtimekeeping mary. Presentations should be supplemented with pre-
can leave participants feeling frustrated and resentful prepared visual aids or study materials distributed in
andshouldbeavoided. advancetoallparticipants.
Relevant—Theunspokenquestionofthetraineethrough-
outthecoursewillbe:“Whatdoesthishavetodowith 2. Paneldiscussion
my daily work?” The extent to which the trainer con-
tinuously answers this question will be an important
24. Theformationofapanelofpresentersorexperts,
measureofhis/hersuccess.Everyeffortmusttherefore
possiblyfollowingapresentationbyoneormoreofthem,
bemadetoensurethatallmaterialpresentedisrelevant
hasfrequentlybeenshowntobeausefultrainingdevice.
totheworkoftheaudience,andthatsuchrelevanceis
Suchanapproachisparticularlyeffectivewhenpresenters
made clear where it is not self-evident. This task may
have expertise in different aspects of a topic, because of
beeasierwhenoperationalthemesarebeingaddressed.
theirprofessionalbackgroundsorcountriesoforigin.Ide-
Itmayrequiremorecarefulpreparation,however,with
ally, human rights experts should be included on the
respect to more topical themes, such as the protection
panel, together with experts in the relevant professional
ofespeciallyvulnerablegroups.
field.
Varied—To secure and retain the active commitment of
25. One presenter should act as facilitator, to enable
participants, it is best to vary the teaching techniques
the widest possible participation, to ensure that partici-
usedthroughoutthecourse.Mostadultsarenotaccus-
pants’needsaremetandtoprovideanovervieworsum-
tomed to long classroom sessions, and a tedious and
mary at the conclusion of the discussion. This method
monotonousroutinewillleavethemmoreconsciousof
shouldinclude directexchangesbetweenpanelmembers
the classroom than of the subject matter. A varied
themselves,andbetweenthepanelandtheaudience.
selectionoftechniquesshouldbeused,alternatingdis-
cussion with role-playingandcasestudies with brain-
storming,asappropriatetothesubjectmatter.
3. Workinggroups
20. Broadly speaking, this means that the following
methodsandapproachesshouldbeadopted: 26. These are created by dividing a course into a
numberofsmallgroupsofamaximumoffiveorsixpar-
Presentation of standards—a short presentation on the ticipants.Eachgroupisgivenatopictodiscuss,aproblem
humanrightsstandardsrelevanttoagivenaspectofthe tosolveorsomethingconcretetoproduce,withinashort
workoftheprofession,andonhowsuchstandardscan time period—up to 50 minutes. A facilitator may, where
beeffectivelyappliedbytheaudience; necessary, be assigned to each group. The course is then
reconvened and the results of the deliberations of each
Application of participatory techniques—enables par- group are presented to the full course by a spokesperson
ticipants to use their knowledge and experience to forthegroup.Thecourseparticipantscanthendiscussthe
translateintopracticetheideasandconceptsreferredto topicsandtheresponseofeachgroup.
4
4. Casestudies visedexercise.Forexample,lawyersmightberequiredto
draftanaffidavitandtrainersmightbeassignedtodrafta
27. In addition to dealing with discussion topics, lessonplanortodeliverasessionofthecourseitself.
working groups can consider case studies. These should
bebasedoncredibleandrealisticscenarioswhicharenot
9. Round-tablediscussions
toocomplexandwhichfocusontwoorthreemainissues.
Case studies should require participants to exercise their
35. Round-table discussions, like panel discussions,
professionalskillswhenrespondingtothemandtoapply
necessitatetheassemblingofadiversegroupofresource
humanrightsstandards.
persons,representingavarietyofperspectivesonthesub-
28. Thescenarioforacasestudycanbepresentedto ject to be addressed. An animated discussion is the goal
participants for consideration by them in its entirety, or here,andforthisitiscrucialtohaveastronganddynamic
“fed” to them sequentially as a developing situation to moderator skilled both in the subject matter and in the
whichtheyhavetorespond. techniques of “devil’s advocate”, and the use of hypo-
theticalsituations.Themoderatorshouldbeintentionally
provocative, stimulating debate between and among the
5. Problem-solving/brainstorming
variouspanellistsandtheaudience,andshouldcontrolthe
directionofthediscussion.
29. These sessions can be conducted as intensive
exercisestoseeksolutionstoboththeoreticalandpracti-
calproblems.Theyrequireaproblemtobeanalysedand 10. Visualaids
thensolutionstobedeveloped.Brainstormingencourages
and requires a high degree of participation and it stimu- 36. Adult learning can be enhanced by the use of
latesthoseinvolvedtomaximumcreativity. blackboards, overhead transparencies, posters, displayed
objects, flipcharts,photographs,slidesandvideos/films.
30. Following presentation of the problem, all ideas
Asageneralrule,informationproducedontransparencies
inresponsetoitarerecordedonaboardorflipchart.No
andchartsshouldbeconciseandinoutlineorlistform.If
explanationsarerequiredandnointerventionsarejudged
more text is required, printed handouts should be circu-
or rejected at this stage. The presenter then categorizes
lated.
and analyses the responses—at which stage some are
combined, adapted or rejected. Finally, the group makes
recommendations and takes decisions on the problem. E. Locationsfortrainingcourses
Thelearningorsensitizationprocessoccursasaresultof
thegroupdiscussionaroundeachsuggestion. 37. Ideally,thefollowingconditionsshouldbemetin
respectofthelocationforatrainingcourse:
6. Simulation/role-playing (a) Coursesshouldbeheldatalocationawayfromthe
normalplaceofworkoftheparticipants;
31. Theseexercisesrequireparticipantstoperforma
(b) Theroomusedforacourseshouldbeofsufficient
taskortasksinarealisticsituationsimulating“reallife”.
size for the number of people it is intended to accom-
Simulationorrole-playingexercisesmaybeusedtoprac-
modate;
tiseaskillortoenableparticipantstoexperiencehitherto
unfamiliarsituations. (c) Thereshouldbeasufficientnumberofsmallancil-
laryroomsavailabletoaccommodateworkinggroups,so
32. A written factual situation is distributed in that participants may focus without interruption on their
advanceandeachparticipantisallocatedaparticularrole assignedtopics;
(thepoliceofficer,thevictim,thewitness,thejudge,etc.).
(d) Seating facilities should be comfortable and flex-
Duringtheexercise,nooneisallowedtoleavehisorher
ible,allowingchairs,desksandtablestobemovedaround
assignedroleforanyreason.Thistechniqueisparticularly
toaccommodatevarioustrainingtechniques.
valuable for sensitizing participants to the feelings and
perspectives of other groups and to the importance of
certainissues.
F. Planningforparticipants’needs
7. Fieldtrips 38. The level of physical comfort of course partici-
pants will have a direct impact on the outcome of the
learning exercise. For planning purposes, keep in mind,
33. Group visits to relevant institutions or sites can
thefollowingbasicfactors:
provide valuable perspectives. The purpose of the visit
shouldbeexplainedinadvanceandparticipantsshouldbe
(a) It should be possible to regulate the temperature
instructed to pay critical attention and to record their
andventilationoftheroom;
observationsforasubsequentdiscussion.
(b) Classrooms should never be filled beyond a com-
fortablecapacity;
8. Practicalexercises
(c) Restroomsshouldbeeasilyaccessible;
34. Thisinvolvestheassignmentoftraineestoapply (d) The daily programme should include a 15-minute
and demonstrate particular professional skills in a super- coffee/rest break at mid-morning, a lunch break of at
5
least one hour, and a 15-minute coffee/rest break at (f) Where possible, provide for water, coffee or juice
mid-afternoon; tobeavailableintheclassroom;
(e) Allow participants to occasionally stand and (g) Lunch breaks should be scheduled within the
stretchbetweenscheduledbreaks.Atwoorthreeminute period to which participants are accustomed. This will
break is sufficient for this, at appropriate intervals, per- varyfromregiontoregion,andfromworkplacetowork-
hapstwiceaday; place.
6