NB: A complete checklist of how to organise a PATH training workshop can be found under Annex A: Checklist for PATH training workshops. This checklist covers the period both before, during and after the workshop, and should be used as a constant guide.

I. Pre-workshop questionnaire

Once participants have been selected, organisers should send out a questionnaire to determine their knowledge and experience of topics that will be covered in the programme, and their motivations for attending the workshop (see Annex D). This will assist the training team in ensuring that the overall design of the programme will meet the learning needs and knowledge gaps of the participants.

II. Pre-workshop activity

At least two weeks before the workshop is due to take place, the organisers should send out the pre-workshop quiz to participants (see Annex F). The activity consists of reading a short publication entitled “A Humanitarian Practitioner’s Guide to International Human Rights Law” by William O’Neill followed by a short quiz based on the publication. This will ensure that all participants arrive at the workshop with at least a basic knowledge of some of the concepts that will be covered in more depth during the training programme. An answer key has also been provided for the trainer. You may wish to send this to the participants once they have returned the quiz or distribute it at the beginning of the workshop (see Annex G).

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III. Training materials and equipment

The training package itself consists of:

1. Activities : Detailed trainer’s notes for how to conduct each session;
2. PowerPoint Presentation : PowerPoint-generated overhead slides to accompany each session;
3. Participant Manual : This contains some of the programme exercises and the core reference readings for each session;
4. Handouts : These are handed out to participants during each session; and,
5. Trainer Resources : These assist the trainer in preparing for leading the session(s).

We recommend that the trainer(s) carefully read, well before their presentation, the sections in the trainer’s notes on materials and preparation required for each session.

A complete list of all equipment and supplies required for this training programme can be found under Annex B: Checklist for PATH Training Workshops, and a complete list of all content related materials required for this workshop can be found under Annex C: Overview of PATH Materials and Resource Persons.

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IV. Adapting the design and timing

The PATH programme has been designed to be conducted over a 3 day period + a ‘kick-off’ evening session. However, the session structure has also been designed to be adapted to meet specific needs and tight schedules. Each session in the programme can be delivered as a stand-alone session, allowing an office to tailor the programme to its own country/regional situation. Sessions from the PATH training programme may also be combined with sessions from other core UNICEF training programmes, such as the Emergency Preparedness and Response Training Programme, the Core Course: Human Rights Principles for Programming and the Programme Process Training Programme.

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V. Methodology

The PATH programme makes use of a wide variety of methodologies to keep participants involved and to encourage thinking on how the particular content applies to their specific country situation. Diverse methodologies have also been shown to aid in retention of new concepts and ideas, so it is important to try and maintain this diversity even as you “make the programme your own.”

These include:

• Large and small group exercises
• Role-plays
• Presentations
• Videos
• Case studies
• Audio recordings
• Quizzes and other games
• Artwork

Trainers are encouraged to draw on their own experience and add their own proven methodologies to ensure a dynamic learning and hands-on experience.

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VI. Lunchtime workshops

It can be very interesting for participants to learn about how other organisations apply the normative framework in complex emergencies, or to hear more about participants’ experiences in working with these issues in a practical context. Organising a variety of optional lunchtime slots can be an effective way of stimulating participants in these areas.

For example, the ICRC has a very distinct approach to adhering to humanitarian principles based on the Code of Conduct. UNHCR has a different approach to protection than UNICEF. Other UN agencies may adopt a different human rights based approach to programming. Human rights NGOs have different approaches to monitoring and reporting on violations of children’s rights in conflict, compared to some humanitarian organisations.

Below are some suggestions for possible optional lunchtime activities.

• Inviting a lunch time speaker to speak about the challenges of protecting children and women in complex emergencies based on some of the suggestions above or another topic related to the PATH programme
• Video screening of the Sphere Project or other educational film on a topic related to PATH or on your particular geographical location
• Participants or resource persons sharing their experiences working in complex emergencies, and exchanging ideas with other countries affected by similar situations
• On-line demonstration of the emergency portal on UNICEF’s internal learning website “the Learning Web” and the e-learning PATH course for participants to learn about additional individual learning opportunities (please note that the PATH e-learning course will be available on CD-ROM by end 2004, contact spider@unicef.org if you require more information).

It is not advisable to organise a lunch time activity every day. Participants will need a chance to get to know one another and to take a break.

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VII. Evaluation and certification

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