Checklist for planning a training

CONTEXT & CONDITIONS

Identify and spell out the context and conditions for the training:

• Is the training on-site, online or blended?
• What criteria are set by the donors of the training?
• Which level is it?
• Is the course accredited? If so, what are the implications for curricula design?
• How will I promote self-care in the training?
• Have I designed my training to fit the length, level of the training and group composition?

TRAINING NEEDS & REQUIREMENTS

• How can the training contribute to this? What is the overall goal of the training? Keep in mind: What are the limits of the training, considering its duration, trainers, experts etc.?
• Have I examined lessons learned and best practices about implementation from prior experience, observation and research? Have I devised plans for responding to risks within the training?
• Have I conducted a training needs assessment? Have I shaped the training for the objectives of the mission and location? Have I consulted with local partners working in the field?

TRAINERS / FACILITATORS / EXPERTS

• Is there a trainer team? Have I synchronized my training modules to avoid duplications and to build content complementing each others’?
• Are additional experts (e.g. policy maker, diplomat) for particular sessions invited? How does the expert input fit the overall learning objectives?

PARTICIPANTS

• Have I recruited participants appropriate for the training? Do I have diversity among participants? Have I consulted with participants in the planning phase? Do I know participants’ backgrounds and do I know of any specific learning needs?
• What are the criteria for the selection of participants and who sets them? Do participants have special learning requirements set by the training organizer?

LEARNING OBJECTIVES

• What do the participants need to be able to know and do to fulfil their function in CPPB missions and projects effectively, successfully and context / conflict sensitive?
• Have I clearly defined learning objectives for the course and each session?
• Do the learning objectives match the training context, content and methods?

Are the learning objectives appropriate to the target audience, what are their profiles, professional experiences and cultural and educational backgrounds?

CURRICULA CONTENT & PROGRAMME

• Did I refer to core concepts of conflict prevention and peacebuilding, and have I placed the content in the overall CPPB categories?
• Is the content based on the needs assessment, learning objectives and participant goals?
• Is the content gender mainstreamed?
• Did I consider possible biases / discrimination / structural or cultural violence elements?

METHODS

• Are curriculum and methods informed by adult learning and peace education theory?
• Do the methods fit the learning objectives and the target audience?
• Are they sensitive to conflict, culture, gender, power relations etc.?

MATERIALS

• Have I researched / developed and sent out relevant materials to the participants?
• Have I prepared handouts, slides and work sheets? Check if they are gender mainstreamed.