Guidance on effective training practice

1A: Key Principles for Effective Training

• A guide for trainers on developing and delivering effective multi-disciplinary and single discipline/sector professional training
• Relevant at all stages of the training process

1B: Adult Learning Guidelines

• A guide for trainers on key principles of adult learning that are known to enhance the learning experience and outcomes
• To be read with the Key Principles (Form 1A) document
• Relevant at all stages of the training process

1C: Supporting the Transfer of Learning to Practice

• Suggestions on how to promote the transfer of learning from a training program into practice
• Relevant during and after training

1D: Preparing an Existing Curriculum for Delivery in a Specific Country

• Guidance for trainers delivering training in a country that is not their own and of which they do not have in depth knowledge of the conditions in which child protection training will take place, such as the culture, infrastructure, processes, legislation, attitudes and values, workforce
• See also Baseline/Endline Survey (Form 3C)

Examples of forms for the administration of training

2A: Announcement of Training Event

• An example of a form for announcing a training event to ensure that all essential information is included
  • Used as standard on ISPCAN-sponsored training courses
  • Can also be adapted by trainers for local use

2B: Registration Form 

• An example of a training registration form for completion by applicants to a course
• It is designed to ensure trainers have essential information in advance about participants needs and relevant experience
• Used as standard on ISPCAN-sponsored training courses
• Can also be adapted by trainers for local use

Evaluating, reviewing, and quality assuring training

3A: Facilitator Feedback Form 

• An example of a form, which facilitators/trainers can use to feed back to sponsors or to evaluators, on their perceptions of training they have delivered
• Used as standard on ISPCAN sponsored training courses
• Can also be adapted by trainers for local use

3B: Participant Feedback Form

• An example of a form which participants can use to provide immediate feedback on training
• Requires adaptation by trainers for use with a specific training program

3C: Baseline/Endline Survey

• An example of a survey, designed to enable those developing, adapting or delivering training in another country or region, to understand key aspects of the context and conditions in which child protection practice takes place
• Its use will help ensure the relevance of the training
• By conducting the survey before and after the training, this can help evaluate impact and also inform future development of the training
• See also Developing or Adapting Training for a Specific Country (Form 1D)

3D: Baseline/Endline Survey Summary and Conclusions

• A form to summarize the findings from the baseline/endline survey
• For use by trainers

3E: Checklist for Reviewing Training Materials/Programs

• A checklist for reviewing and evaluating training programs on child abuse and neglect
• For use by ISPCAN in reviewing training materials commissioned or submitted by members
• Also for use by anyone commissioning or evaluating child abuse and neglect training

3F: Profile of Materials/Curriculum for Review

• ISPCAN encourges members to share examples of effective training programs, using this form
• These will be subject to professional review using the Checklist for Reviewing Training Materials/Programs (Form 3E)

Curricula and training materials for different audiences

In addition to the above, ISPCAN provides outline curricula and materials, to enable the delivery of a number of face-to-face training programs, for different audiences. These include:

• Outline of a 3-day Multidisciplinary Foundation Training program  
• PowerPoint presentation (organized by topic) to accompany a 3-day Foundation Training program 
• PowerPoint presentation (organized by topic) to accompany a 1-day Foundation Training program 

Resources for use at different stages of training process

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