University of Minnesota


Global Strategic Planning Meeting for Human Rights Education and Training Among Regional Centers
August 2001 - Durban, South Africa    |    other working sessions 		| who   |   outcomes   |   other documents
Research Tool
The focus of the research is training of trainers for human rights education- how they are conceived and carried out. In the first, pilot stage of the documentation process, researchers are asked to develop a narrative report based on questions that have been developed by lead researchers. These questions are attached, and are intended to serve as guidelines. Researchers may feel that they cannot answer certain questions, or that there are other, important items worth reporting on that are not included in the protocol.  Researchers should note these adaptations directly within the report itself. This documentation report can be carried out by one of the team partners in the overall project, or by a designated local agency. It may be the case that an organization will document its own work.  Regardless, the documentation should be done in collaboration with the trainers and related organizational leaders (if these individuals are not the researchers themselves). Data collection can be done together, and the draft report shared for comments. This process will ideally be as open and transparent as possible. It is not an evaluation; it is a documentation process that will ideally engender reflection on the parts of all those involved. Please allow the documentation process to be used this way, to further the growth of those with whom we will be collaborating and learning from.In collecting the information for the reports, researchers can review written and visual documentation, interview trainers, leaders and participants, and observe trainings. Please note these sources in detail in the appendix, and include photocopies of essential background information (such as training agendas).  Some of the information conveyed in this report will be taken directly from your sources; other narrative will involve your interpretation. Please try to keep these distinct. For example, if you ask the trainer "What is the theory of teaching and learning that you use?" and you get an answer, you might quote or paraphrase within the report. If you have observed the training and found the approach to be different in some way, you might add this as a researcher's comment.

GUIDELINES FOR DEVELOPING THE RESEARCH REPORT

Note: Page numbers given are intended as suggestions, not requirements or limitations.

1.      Introductory information. (1/2 page)

·        What is the relationship between yourself as researcher and the institution sponsoring the training?

·        How was the data for this report collected (e.g., documentary sources, email questionnaire, personal interviews, direct observation)?

2.      Context of the training. (1/2 - 1 page).

·        Briefly describe any historical or educational factors of the country where the training took place that influenced the training (e.g., political, cultural, economic or social factors).

·        Are there particular local/regional human rights issues that impacted the training? 

3.      Characteristics of the institution organizing the training. (1/2 page)

·        Describe the institution briefly (e.g., size, history, principal goals and activities).

·        What is the relative importance of education and training activities within the institution?

·        What is the average number of trainings offered by organization annually? Of trainings of trainers?

·        Does the organization have training staff? If so, describe.

·        What are the sources of financial support for this training?

4.      General description of the training. (1 page, plus agenda if available)

·        Aims and objectives

·        Number of participants

·        What group(s) are the participants being prepared to train?

·        Dates and length of the training of trainers

·        Program summary

·        Frequency of training (e.g., single training session, part of series, repeated program)

·        Accredited? If so, by what institution?

5.      Identification of trainer)/facilitators. (1/2 page)

·        How were the trainers/facilitators identified?

·        What personal characteristics were important to the organization in the selection of participants (e.g., skills, knowledge base, experience, professional and personal background)?

6.      General description of the principal trainer(s)/facilitator(s). (1/2 page).

·        Gender breakdown, age range. ethnicity, other relevant information

·        Relevant qualifications or experience

7.      Description of the learners. (1 page)

·        Who were the participants?

·        How were participants recruited and selected?

·        What motivated their attendance?

·        How did the training relate to the participants' personal and/or professional contexts?

8.      Conceptual framework of the training. (1-2 pages)

·        What outcomes did the sponsoring organization want for the learners? For the organization itself?

·        What would the ideal learner demonstrate at the end of a successful training?

·        On what model(s) of human rights education was the training based (e.g., awareness building, information sharing, skill building, attitude development, advocacy)?

·        What social, political, and cultural attitudes and values were explicitly encouraged in the training?  Implicitly?

·        How were relationships between facilitators and participants conceptualized?

9.      Methodology of the training. (2-3 pages)

·        Did the trainers draw on an explicit theory of teaching and learning?

·        What learning and teaching methodologies were employed?

·        How did the course augment participants' knowledge base?

·        How did the course develop participants' training skills?

·        How did the course affect participants' attitudes (e.g., development of solidarity, motivation, commitment, team cooperation)?

·        Did the course draw on participants’ experience? If so, how?

10. Learning materials. (1 page)

·        What were the learning materials (e.g., written, visual, multi-media) used by facilitators/trainers? 

·        What new resources, if any, were produced during the training?

·        What expectations are there, if any, that these resources will be used by trainees in other settings? 

11. Evaluation of the training. (1 page, plus sample instruments if appropriate)

·        What formal and informal evaluations took place during the training, and when?

·        How were evaluations carried out? 

·        How were evaluation results used?

12. Organizers’ reflections. (1-2 pages).

·        What is the perceived impact of the course on participants, facilitators, the institution, and the community?

·        Following the training, how are participants using what they learned?

·        In what ways does the institution support participants as trainers (e.g., co-training, financial support, further training-of-trainers opportunities)?

·        Does the institution have further plans for training trainers for human rights education?

12. Researcher’s reflections. (1-2 pages).

·        What have you learned from this research that might be of use to other groups training trainers for human rights education?

·        In your opinion, to what extent does the training embody human rights principles?

·        How has this research helped you to understand training of trainers for human rights education?

·        What reflections do you have on this research process?


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