NEEDS-BASED TRAINING CONCEPT:



General Training Guidelines

Information Session for Participants

The evening prior to the start of the ‘In-Service Training on Justice for Children’ an ‘Information Session’ for the participants should be organized in order to inform them about the practical issues related to the training. The purpose of the ‘Information Session’ is to guarantee that the overall time schedule can be respected and the actual training can start on the morning of the first training day. If the ‘Information Session’ is organized, only 10 minutes have to be spent on practical information during the ‘In-Service Training on Justice for Children’ itself.

Trainers should make sure that the following points are raised and discussed/shared with the participants during the ‘Information Session’.

➢ Training coordinator, full name, tel. no.

➢ Training venue

➢ Overall training schedule:

• Training day 1: …………………… (day, month, year)

• Training day 2: …………………… (day, month, year)

• Training day 3: …………………… (day, month, year)

• Training day 4: …………………… (day, month, year)

• Training day 5: …………………… (day, month, year)

• Training day 6: …………………… (day, month, year)

• Training day 7: …………………… (day, month, year)

• Training day 8: …………………… (day, month, year)

• Training day 9: …………………… (day, month, year)

• Training day 10: …………………… (day, month, year)

➢ Holiday arrangements (if any holiday)

➢ Friday prayers arrangements

➢ Daily time schedule:

• Training session 1: from ………… till ………… (90 minutes)

• Tea/coffee break - morning: from ……… till …………

• Training session 2: from ………… till ………… (90 minutes)

• Lunch break: from ……… till …………

• Training session 3: from ………… till ………… (90 minutes)

• Afternoon tea/coffee break - afternoon: from ……… till …………

• Training session 4: from ………… till ………… (90 minutes)

➢ Per Diem

➢ Transportation arrangement

➢ Food arrangement

➢ Sleeping accommodation

➢ Certificate Criteria

Participants’ List

The following judges and prosecutors (name and phone number) have participated in the ‘In-Service Training on Justice for Children’ organized from ……………… (day, month, year) till ……………… (day, month, year) in ………………………………… (name of the town)[1]:

Full name: Tel. No.:

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Full name: Tel. No.:

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Training Material List

The following training material/equipment[2] should be ready at the beginning of the ‘In-Service Training on Justice for Children’:

➢ Name/address list participants

➢ Chairs for participants (horseshoe + small group work) and for trainer(s) and visitors/observers

➢ Tables for participants (plenary and small groups) and for trainer(s) and equipment

➢ A4 paper (one package)

➢ Whiteboard (or Blackboard)

➢ Markers for whiteboard (non-permanent) (various colours) (medium)

➢ Chalk (coloured)

➢ Alcohol (to remove permanent pens from whiteboard/transparencies)

➢ Eraser (for white board)

➢ Flipchart stand

➢ Flipchart paper (two packages)

➢ Adhesive tape (to stick the flipcharts on the wall)

➢ Overhead projector

➢ Overhead screen

➢ Overhead sheets/transparencies (prepared sheets and blank sheets)

➢ Overhead pens (non-permanent) (fine/thin)

➢ Cover (for overhead sheets) (1 A4 cardboard)

➢ Computer/Laptop or LCD (for DVD’s)

➢ Screen/Television (for DVD’s)

➢ DVD (Halima/Demeke/Abduction)

➢ DVD-player

➢ Audio/Cassette-player

➢ Amplifier (DVD’s and cassettes)

➢ Audio-tape (VFB)

➢ Handouts (copied for all participants)

➢ Perforator

➢ Extension cord(s)

➢ Scissors

➢ Stapler

➢ Glue (expectations/contributions)

➢ Pens (two different colours) (for all participants)

➢ Post-It (green or red and brown or yellow) (if not available: coloured paper (green or red and brown or yellow))

➢ Coloured paper (green and red)

➢ Cardboard (name-tents)

➢ Clock (or mobile)

➢ Material box

➢ Wastebasket

➢ Aerogram (or envelopes & stamps)

➢ Energizer material (rope, ball, etc.)

➢ …

➢ …

➢ …

Overall Timeframe

‘In-Service Training on Justice for Children’

The ‘Training on Justice for Children’ takes 10 days (= 10 x 6 training hours = 60 training hours)[3].

1 training day = 4 training sessions + 2 tea/coffee breaks + 1 lunch

1 training session = 90 minutes

1 training day = 4 x 90 minutes (= 360 minutes = 6 hours)

tea/coffee break = 20 or 30 minutes (to be decided by the trainer(s) (together with the participants))

lunch break = 60 or 90 minutes

(to be decided by the trainer(s) (together with the participants))

|OVERALL TIMEFRAME ‘IN-SERVICE TRAINING ON JUSTICE FOR CHILDREN’ |

| |Content: |Timeframe: |

|Training Day 1: | | |

|Session 1: |Introduction | |

| |Chapter 1 ‘About This Workbook’ |180 min. |

|Session 2: |Chapter 1 ‘About This Workbook’ |36 min. |

| |Chapter 2 ‘Children, Childhood and Development’ |84 min. |

| |Extra |30 min. |

| |Buffer |30 min. |

|Training Day 2: | | |

|Session 1: |Chapter 2 ‘Children, Childhood and Development’ |165 min. |

| |Extra |15 min. |

|Session 2: |Chapter 2 ‘Children, Childhood and Development’ |81 min. |

| |Chapter 3 ‘Communication with Children’ |39 min. |

| |Extra |30 min. |

| |Buffer |30 min. |

|Training Day 3: | | |

|Session 1: |Chapter 3 ‘Communication with Children’ |167 min. |

| |Extra |15 min. |

|Session 2: |Chapter 4 ‘International Legislation on Children's Rights’ |120 min. |

| |Extra |30 min. |

| |Buffer |28 min. |

|Training Day 4: | | |

|Session 1: |Chapter 4 ‘International Legislation on Children's Rights’ | 150 min. |

| |Extra |30 min |

|Session 2: |Field Visit 1 ‘Justice for Children System’ (excluding break) |180 min. |

|Training Day 5: | | |

|Session 1: |Chapter 4 ‘International Legislation on Children's Rights’ |71 min. |

| |Chapter 5 ‘Child Offenders in Ethiopia’ |94 min. |

| |Extra |15 min. |

|Session 2: |Chapter 5 ‘Child Offenders in Ethiopia’ |138 min. |

| |Extra |30 min. |

| |Buffer |12 min. |

|Training Day 6: | | |

|Session 1: |Chapter 6 ‘Justice for Child Offenders’ |165 min. |

| |Extra |15 min. |

|Session 2: |Chapter 6 ‘Justice for Child Offenders’ |120 min. |

| |Extra |30 min. |

| |Buffer |30 min. |

|Training Day 7: | | |

|Session 1: |Chapter 6 ‘Justice for Child Offenders’ |165 min. |

| |Extra |15 min. |

|Session 2: |Chapter 6 ‘Justice for Child Offenders’ |42 min. |

| |Chapter 7 ‘Child Victims/Witnesses in Ethiopia’ |78 min. |

| |Extra |30 min. |

| |Buffer |30 min. |

|Training Day 8: | | |

|Session 1: |Chapter 7 ‘Child Victims/Witnesses in Ethiopia’ |150 min. |

| |Extra |30 min. |

|Session 2: |Field Visit 2 ‘Justice for Children - NGO’ (excluding break) |180 min. |

|Training Day 9: | | |

|Session 1: |Chapter 7 ‘Child Victims/Witnesses in Ethiopia’ |77 min. |

| |Chapter 8 ‘Justice for Child Victims/Witnesses’ |88 min. |

| |Extra |15 min. |

|Session 2: |Chapter 8 ‘Justice for Child Victims/Witnesses’ |120 min. |

| |Extra |30 min. |

| |Buffer |30 min. |

|Training Day 10: | | |

|Session 1: |Chapter 8 ‘Justice for Child Victims/Witnesses’ |165 min. |

| |Extra |15 min. |

|Session 2: |Chapter 8 ‘Justice for Child Victims/Witnesses’ |19 min. |

| |Chapter 9 ‘Evaluation and Follow-Up’ |143 min. |

| |Buffer |18 min. |

|Total Training Time |3.600 min. |

| |= 60 hours |

Note: ‘Extra – Session 1’ includes ‘Questions-Answer-Session’ (5 minutes), ‘Looking Back on Yesterday’ (10 minutes) and two times ‘Preparation Field Visit’ (15 minutes) and ‘Half Day Evaluation’ (5 minutes).

‘Extra – Session 2’ includes ‘Energizer’ (15 minutes), ‘Daily Evaluation’ (10 minutes) and ‘Responsibilities’ (5 minutes).

Note: In principle each training day, except the two training days that have a Field Visit in the afternoon (training day 4 and 8), includes a buffer of about 15 to 30 minutes.

Explanation of Symbols and Colours

The following four symbols are used in the Trainers Manual:

( = explain/invite/introduce/instruct

( = watch/check/mention the time

( = training material/aid/equipment

( = reference to the Workbook on JfC

The following four colours are used in the Trainers Manual:

Black = Exact copy of the content of the ‘Workbook on JfC’ (text, diagrams, exercises, discussions, quotations, cases and Test Yourself!)

Red = Box at the beginning of each chapter (regular font) that includes the general guidelines for that chapter (timetable, seating arrangement, training aids/equipments, learning objectives, methods and preparatory activities)

Red = Box at the beginning of each section (regular font) and each subsection (italic font) that includes the general guidelines for that section or subsection (time, objectives, methods and aids)

Red = Content of the training aids (flipcharts, overheads and handouts) that has to be developed/completed together with the participants during the training

Blue = All text in this ‘Trainers Manual’ that is only included in the ‘Trainers Manual’ and not in the ‘Workbook on JfC’

Blue = Box that includes the method and instructions concerning the content that follows immediately afterwards

Blue = Content of the training aids (flipcharts, overheads and handouts) that is already prepared/has to be prepared by the trainer(s) before the start of the training or that training session

Blue = Possible answers and suggestions concerning the exercises and discussions and the questions of Test Yourself!.

Note: The Red and Blue coloured boxes, parts and sentences are part of the ‘Trainers Manual’ only and are not included in the ‘Workbook on JfC’ for Judges and Prosecutors.

The Black coloured parts and sentences are part of the ‘Trainers Manual’ as well as part of the ‘Workbook on JfC’ and exactly the same in both documents. The only exception is the reference to the page of the ‘Workbook on JfC’ (p.xx of Wb-JfC) that is given for each (sub-)section, exercise, discussion, light bulb and pointing finger. These references are in black, but not included in the ‘Workbook on JfC’.

Purple = Box that includes a ‘Background Note for Trainers’ regarding the content of the ‘Workbook on JfC’ on that page. These boxes are included in the ‘Trainers Manual’ only and not in the ‘Workbook on JfC’.

Interactive Adult Training

The ‘In-Service Training on JfC’ is developed for judges and prosecutors and thus for adults. When conducting training for adult participants, also called ‘adult training’, trainers have to keep the following principles in mind (p.92 of Wb-IAT)[4]:

➢ Adults learn best from experience

➢ Adults learn best through discovery

➢ Adults learn best through discussion

➢ Adults learn best when they are active

➢ Adults learn best when involved

➢ Adults learn best when they are challenged

➢ Adults learn best when they can share their experiences and can contribute

➢ Adults learn best from peers

➢ Adults learn best what is relevant to their lives and work

➢ Adults learn best what helps them to cope with daily life and/or daily work effectively

➢ Adults learn best what helps them to perform a task or solve a problem

➢ Adults learn best when they know why they should learn something

➢ Adult learn best when addressed as self-directing and responsible grown-ups

➢ Adults learn best when internally motivated

Respecting these principles of adult training implies that trainers have to conduct the ‘In-Service Training on JfC’ in an interactive manner and keep the following guidelines in mind:

➢ Trainers should clearly define the learning objectives of the training as a whole as well as the learning objectives of each training session and each part of the training session

➢ Trainers should create a safe and comfortable learning environment

➢ Trainers should treat participants with respect, understanding and genuine concern

➢ Trainers should assist participants to direct their own learning experience

➢ Trainers should identify ways to build on and make use of the participants’ experience

➢ Trainers should invite the participants to share their knowledge and experience

➢ Trainers should relate the training content directly to situations the participants consider as relevant

➢ Trainers should use a variety of active training methods

➢ Trainers should be flexible

➢ Trainers should provide opportunities to practice

➢ Trainers should provide feedback

➢ Trainers should ensure transfer of learning to the workplace

Interactive Training Methods

In the ‘Training on JfC’ sixteen interactive training methods are used. We discuss the main characteristics of each training method briefly (p.30 – p.67 of Wb-IAT).

Explanation (p.30 – p.31 of Wb-IAT)

Explanation, also called lecture, is not an interactive training method. Explanation implies that the trainer gives information to the participants. There is no participation of the participants. Sometimes trainers have to explain, especially when new information on which the participants have no relevant personal experience has to be given. In general the following guidelines can help to make an explanation more effective and better received by the participants (p.95 of Wb-IAT):

➢ Speak clearly and loudly enough to be heard

➢ Speak slowly

➢ Repeat your points in different ways

➢ Stress important points

➢ Give the participants time to think and to make notes

➢ Be aware of your audience

➢ Be enthusiastic

Dialogue (p.32 – p.35 of Wb-IAT)

Dialogue can be described as an interactive explanation. The trainer asks questions and by means of the answers of the participants and additional information by the trainer the content is composed. In general there are several techniques that improve the use of dialogue (p.99 of Wb-IAT):

➢ After asking a question, wait for a response

➢ Ask only one question at the time

➢ Reinforce answers

➢ Build on the participant’s response

Brainstorming (p.36 – p.38 of Wb-IAT)

Brainstorming is a plenary activity in which the participants contribute their ideas to a problem, challenge, idea or question. The trainer’s task during a brainstorming is to act as facilitator and to keep the brainstorming focused on the problem, issue or the question. The main steps in the brainstorming are:

➢ Preparation

➢ Idea-finding (Note: Do not repeat the answers/ideas of the participants.)

➢ Categorising and linking

(Note: Do not mention the time allocated for the brainstorming.)

(Subsequent) Plenary Discussion/Exercise (p.39 – p.42 of Wb-IAT)

Plenary discussion is a planned conversation or exchange of ideas and viewpoints on a particular topic, guided by the trainer. Plenary discussion can be a discussion as such or scheduled after a (small group) exercise. The main steps of a plenary discussion are:

➢ Preparation

➢ Guiding the discussion:

- establish a safe atmosphere

- set clear expectations

- pose a problem to solve or question to answer

- monitor by listening and observing

- make sure the participants discuss with each other and not (only) with you/the trainer

- add necessary information

(Note: Do not repeat the answers/opinions of the participants)

➢ Summarize the main points and/formulate conclusions

(Note: Do not mention the time allocated for the plenary discussion.)

If the plenary discussion is a subsequent discussion after a buzz group, small group exercise or individual exercise the main steps are the following:

➢ Invite a group/individual to present their/his/her answers/opinions (Note: Do not start with group 1 and then group 2, etc., but choose the groups randomly.)

➢ Request another group/individual to add new/other answers/opinions

➢ Check if there are still new/other answers/opinions

➢ Guide/focus the discussion

➢ Add necessary information

➢ Summarize the main points and/formulate conclusions

(Note: Do not mention the time allocated for the subsequent plenary discussion.)

(Note: Do not repeat the answers/opinions of the participants)

Proposition Discussion (p.43 – p.45 of Wb-IAT)

A proposition discussion is a variant of plenary discussion. The trainer uses a proposition to start the discussion and invites the participants to show their opinion physically.

Buzz Group (p.33 of Wb-IAT)

A buzz group is a short informal chat with 1 or 2 neighbours. It is a way to promote a quick exchange of ideas on a single topic or question in a short period of time (usually only 2 or 3 minutes and maximum 5 minutes). Ideas are presented back to the plenary for discussion. In general participants will be much more willing to share their answers in the plenary when they have had the opportunity to check and discuss their answers with one or two colleagues. (Note: You mention the time allocated for the buzz group.)

Individual Exercise

Individual exercise can be considered a variant of a buzz group, but the participants prepare their ideas or answers on their own. (Note: You mention the time allocated for the individual exercise.)

(Small) Group Exercise/Discussion (p.46 – p.51 of Wb-IAT)(p.103 of Wb-IAT)

In general, participants are more likely to speak in smaller groups than plenary. Trainers may request the participants to prepare their views and thoughts in smaller groups (= small group discussion) before starting a plenary discussion or may request them to carry out a particular task (= small group exercise) before discussing the problem or subject in the plenary. The main steps of small group work are:

➢ Preparation:

- explain/read aloud the task clearly

- compose groups of 4 to 6 participants

- indicate what specific outcome is expected

- state a time limit

- assign roles (optional)

➢ During the group work:

- circulate among the groups to check on participants’ progress and if they work on the exact task

- remind participants of the time remaining to complete the task (‘2 minutes left’)

➢ After the group work:

- call participants back to the plenary setting

- ask the groups to share their answers/opinions/work (Note: Do not start with group 1 and then group 2, etc., but choose the groups randomly.)

- motivate the participants to write the answers/opinions in their Workbook

- add necessary information

- summarize the main point and/formulate conclusions

(Note: Do not repeat the answers/opinions of the participants)

(Note: Do not write the answers/opinions on the flipchart/whiteboard.)

Exercise in Pairs

Exercise in pairs can be considered a small group exercise, but with two participants only. The difference with a ‘buzz group’ is that an ‘exercise in pairs’ includes a full task and may exceed 5 minutes and is therefore more than ‘just a quick preparation of a plenary discussion‘.(Note: You mention the time allocated for the exercise in pairs.)

Role Play (p.55 – p.58 of Wb-IAT)

Role play gives the participants the opportunity to practice specific skills and attitudes. The following guidelines should be kept in mind while conducting role plays:

➢ When introducing a role play, it is helpful that the trainer demonstrates the roles in order to get things off to a good start

➢ Clearly define both the situation and the roles to be played by each participant

➢ Make sure participants are paying attention to the play (or give them a particular observation-task)

➢ Enact a role play more than once

➢ Praise all role play efforts and always start with discussing ‘what went well’ (qualities/skills) before discussing the ‘possible improvements’

Demonstration (p.54 of Wb-IAT)

Demonstration implies that the trainer shows the participants how they can or have to carry out a task by actually performing the task while explaining it or with explanation afterwards. Demonstration is usually followed up by the participants actually practicing the task or by a role play and then afterwards discussion and/or feedback. This training method is especially helpful for skill-training.

Small Group Demonstration (= after the preparation in the small group)

Small group demonstration is a demonstration of a particular situation or conversation by the participants. The main steps of a small group demonstration are:

➢ Preparation:

- prepare the situation/chairs (for participants and trainer)

- clearly define both the situation and the roles to be played by each participant

- explain the task of the observers (= noting ‘child-sensitive skills’)

- mention the time allocated for the preparation and for the actual demonstration

➢ Demonstration 1:

- invite a group to come in front of the classroom

- create a safe learning environment

- invite the group to demonstrate their ‘child-sensitive communication/treatment’

- START!

- trainer takes his/her own position and makes his/her own notes (‘child-sensitive skills’)

- thank the group and let them go back to their seats

➢ Demonstration 2:

- invite another group to demonstrate their ‘child-sensitive communication/treatment’

- repeat the sub-steps of ‘demonstration 1’

➢ Subsequent plenary discussion (after 2 demonstrations):

- invite the observers and participants to list concrete ‘child-sensitive skills’ that were demonstrated by the two groups and write them on the flipchart (at least 5 skills)

- invite the observers and participants to formulate ‘improvements/skills to work on’ and write them on the whiteboard (only 2 or 3 improvements)

- invite another group to demonstrate their ‘child-sensitive communication/treatment’ and ask them to include 1 or 2 of the listed improvements in their demonstration

- repeat the sub-steps of ‘demonstration 1’

- check if the improvement(s) were included

- no subsequent plenary discussion on child-sensitive skills

- hang the flipchart ‘Child-Sensitive Skills’ on the wall

Self Study

Self study implies that the trainer invites the participants to read a particular part of the Workbook, like learning objectives, quotation, case, text in box, etc., for themselves. There is no plenary discussion after self study.

Read Aloud

Read aloud implies that the trainer invites a particular participant to read aloud a particular part of the Workbook, like a concluding remark (= pointing-finger-symbol) and an important thing to remember (= light-bulb-symbol), and requests the other participants to follow attentively. There is no plenary discussion after reading aloud.

Individual Test

Each chapter of the Workbook, except the final chapter, ends with ‘Test Yourself!’ which includes a few questions to check if the participants have understood the main points of that chapter. It is an individual test without plenary discussion afterwards, except at the request of the participants themselves when something is unclear. (Note: You mention the time allocated for the individual test.)

Field-Visit (p.52 – p.53 of Wb-IAT)

Field visit implies a carefully planned and organized visit to a place or organisation away from the training venue. The purpose of a field visit is to provide firsthand observations of particular aspects of the professional reality that are not transportable to or reproducible in a training session. The main steps of a field visit are (all three steps are carried out in the same half training day):

➢ Preparation: inform the participants about the organization that will be visit and the relevance of the visit for the participants’ daily work, formulate questions that participants may/are supposed to discuss during the field visit, discuss confidentiality and ethics, etc.

➢ Field Visit: observe, ask questions, share views and experiences, etc.

➢ Debriefing: share feelings, share opinions, discuss the answers to the questions, link the observations with the content of the Workbook, link the observations with participants’ daily work, etc.

(Note: The trainer sits while debriefing.)

Interactive Training Aids

In the ‘Training on JfC’ six training aids are used. We discuss the main characteristics of each training aid briefly (p.70 – p.83 of Wb-IAT).

Whiteboard/Blackboard (p. 70 – p.73 of Wb-IAT)

Drawing a diagram, picture or writing key information on the white/blackboard can be a very effective way to help participants to grasp the concept, idea or message. In the ‘Trainers Manual’ the use of white/blackboard is only indicated when discussing the improvements during the ‘small group demonstrations’. The use of the white/blackboard is very limited because the participants have their ‘Workbook on JfC’ in front of them in which all information is included. Blackboard is only used if there is no whiteboard available. Trainers may use the white/blackboard during ‘explanation’ if they consider it necessary for the participants to grasp the concept, idea or message.

Flipchart (p.70 – p.73 of Wb-IAT)

Flipchart is the most flexible and interactive training aid that trainers have at their disposal. Flipchart is very useful for capturing answers to questions, brainstorming and showing key information. In the ‘Training on JfC’ we use flipcharts that are:

➢ Fully prepared by the trainer (blue coloured text)

➢ Partly prepared by the trainer and completed together with the participants while explaining/discussing the subject (red coloured text)

The guiding principle of using a flipchart, as well as white/blackboard, is to look at your writing as though you are a participant in your own training session. The following guidelines should be kept in mind while using flipchart (and white/blackboard):

➢ Participants must be able to see and to read what you write

➢ Your writing must be organized

➢ Write down words/short sentences

➢ Talk about what you are writing

Overhead Transparencies (p.74 – p.76 of Wb-IAT)

Overhead transparencies are very useful for showing diagrams, statistics, overviews and enumerations. Some guidelines to keep in mind are:

➢ Use the transparencies in an interactive way

➢ Use coloured ‘non-permanent’ markers to add meaningful details and comments of the participants

➢ Use a paper/cardboard to cover those parts of the transparency you don’t want to show yet

➢ Face your participants when you talk

➢ Point to the transparency (not the screen)

➢ Use a pen to point (not your finger)

Handouts (p.31 of Wb-IAT)

Handouts are copies of material that is explained during the ‘Training on JfC’, like the agenda, exercise, etc. Handouts are distributed at the moment the trainer explains the topic or invites the participants to do the exercise.

DVD (p.77 – p.79 of Wb-IAT)

In the ‘Training on JfC’ DVD’s are used to show real cases of children involved in the justice for children system. DVD’s are not just an illustration, but are used in an interactive way and as part of an exercise or discussion.

Audio

In the ‘Training on JfC’ audio is used to show communication in real cases of children involved in the justice for children system. Audio’s are not just an illustration, but are used in an interactive way and as part of an exercise or discussion.

Other Training Components

The other training components that are used in the ‘Training on JfC’ are briefly discussed below.

➢ Seating Arrangement (p.107 – p.108 of Wb-IAT): The seating arrangement during the ‘Training on JfC’ is not optional. The plenary sessions are conducted in a horse shoe. The participants have a table in front of them, but there should be some space in between two or three tables so the participants can easily come in front of the group when necessary. The trainer has a table as well, but beside him/her instead of in front of him/her. There is also a seating arrangement for small group work.

➢ Questions & Answer Session: Each training day, except the first training day, starts with the trainer asking the participants if they have anything to ask concerning the content of the previous training day. Questions are answered by the trainer briefly and to the point. (Note: Do not refer the questions to the participants/group and start a plenary discussion.)

➢ Looking Back on Yesterday: The second part of each training day, except the first training day, consists of looking back on yesterday. The trainer checks if the learning objectives of the previous training day are achieved through asking specific questions about the content. Do not ask ‘What have we discussed yesterday?’ or ‘What do you remember about yesterday?’!

➢ Parking Lot (p.101 of Wb-IAT): Every now and then questions and issues come up that are not directly related or relevant to the subject of that moment. In order to stay on track with the discussion or Workbook, but not loosing the idea or suggestion, a ‘parking lot’ is used (see Chapter 1). If participants come up with ‘off-topics’ or ‘off-ideas’ throughout the training, the trainer parks them by writing them on the flip chart ‘Parking Lot’ (or requests a participant to write down the topic/idea). At the end of each chapter the trainer returns to the parking lot and discusses the remaining issues.

➢ Answering/Responding to Questions: During each training session participants ask questions. In principle the trainer doesn’t answer the question immediately, but follows the following steps:

- repeat the question so all participants are involved

- ask if the participants can answer the question

- add necessary information

- formulate the answer

- check with the questioner if the question is answered

(Note: In each training day 20 minutes are allocated for answering/responding to questions. The trainer should manage his/her time adequately and balance time management and how to respond to questions.)

➢ Energizers (p.60 – p.62 of the Wb-IAT)(p.106 – p.109 of Wb-IAT): Energizers are short physical activities (or brain teasers) that increase the energy level of the participants during the training. Energizers are included in each training day (except the two training days that include a Field Visit in the afternoon), i.e. 1 energizer of maximum 20 minutes or 2 energizers of maximum 10 minutes each, and usually conducted in the afternoon. Trainers should keep the following guidelines in mind:

- establish a comfortable atmosphere that gives participants permission to step outside their comfort zone

- never ask participants to do anything you would not want to do yourself

- observe the group during the energizer to learn something about the group and about the participants

- watch the time during the energizer

- be enthusiastic and energetic yourself

- relate the energizer to the content of the training if possible

➢ Text-Boxes: In the ‘Workbook on JfC’ various text-boxes are included, i.e. boxes concerning national legislation, international legislation, good practices, CRC-observations, etc. The text-boxes are meant as illustration and are not discussed or read aloud during the training. The participants are supposed to examine them on their own.

➢ References: In the ‘Workbook on JfC’ many references to chapters, sections, paragraphs or annexes ((xxx) are included. The trainer does not mention them. They are meant for the participants only so they know where to find additional information/explanation.

➢ Daily Evaluation: Each training day will be concluded with an evaluation of that training day (not after a chapter). The daily evaluation lasts maximum 10 minutes. The two training days that include a field visit in the afternoon, i.e. training day 4 and training day 8, will be evaluated before lunch instead of at the end of the day. These daily evaluations only last 5 minutes. The field-visits are not included in the daily evaluations, but include a ‘debriefing’. The method to evaluate a training day is always by means of the ‘smiley flipchart’ (see Chapter 2). The trainer requests the participants to mention the ‘good things’ and ‘possible improvements’ concerning the content, methodology and participation of that training day and writes the comments of the participants in the right column on the flipchart. Some general guidelines to keep in mind are:

- write words (no sentences) on the flipchart

- keep the dynamic and motivate the participants to continue evaluating while you write on the flipchart

- receive the participants’ comments and suggestions without arguing or explaining

- insist that the participants mention improvements (not only ‘good things’)

➢ Responsibilities: From the first training day the flipchart ‘Responsibilities’ (see Chapter 1) will be fixed on the wall. When some kind of tasks is raised during the training that can be carried out by the participants themselves, the trainer writes the task/responsibility and the name of the responsible participant on the flipchart. The trainer reminds the participants of their responsibilities at the end of each training day.

GLOSARY ENGLISH – AMHARIC

‘TERMINOLOGY JUSTICE FOR CHILDREN’

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[1] The ‘Participants’ List’ will be distributed among the participants at the end of the last training day.

[2] The participants do not receive a notebook as they are supposed to make their notes in their Workbooks, i.e. on the empty pages of ‘My Personal Notes’ and the empty lines of the ‘Exercises/Discussions’.

[3] The trainers/training institutes may decide to organize the ‘In-Service Training on Justice for Children’ only in the mornings/afternoons (= 20 x 2 training sessions of 90 minutes per day) and thus a 20-day training.

[4] In this Trainers Manual we refer to the ‘Workbook Interactive Training Methods and Interactive Training Aids, UNICEF/JTC, May 2008, 116p.’ as ‘Wb-IAT’ (Workbook - Interactive Adult Training).

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