 |
 |
|
 |
 |
How to use the manuals
Learning tools
In order to allow manageable learning sessions the text of the manual has been split in
chunks of material that will be, in principle, approached in about six hours of face-to-face
training. However, the trainers can use the recommended split of the material depending on
their own needs and students preparedness for the subject.
In the student manual there have been introduced some “learning tools” – icons and cross-
references – in order to help the students to:
-
understand and follow the main objectives of the sections/sessions
-
involve themselves in learning activities – interactive self learning process – in order
to understand the logic of some learning points, make connections with real
situations and apply their previous experience to the best practice aspects,
guidelines and principles introduced in the manual.
-
make cross – references to other sections of the manual
-
make cross- references to other parts of the course package (legislative
Compendium and Contact Directory)
-
to identify key terms of each section/ session that are relevant and may be find out
in the glossary section at the end of the manual
-
to check their understanding of a section/ session through Self Assessment
Questions (SAQ’s)
Each of the tools is explained below and few indications for the tutors are given in order to
make the study process more efficient. Those tools are also extremely useful for the trainer
too, helping them to structure their lecture, seminars or practical activities.
Chapter 3 of this manual indicates at each section/session the most important points for
the trainer intervention in terms of activities, usage of case scenarios or illustrations.
In the same time, the trainer will find attached to the SAQ’s the recommended sections to
be studied in order to find the answers for those questions.
It is strongly recommended to the trainers to use this manual closely with the student’s
manual to identify the relevant activities or references to the other course resources. In the
Trainer’s Manual are NOT highlighted neither the cross-references to the Country Directory
and to the Legislative compendium nor the Activities from the Student’s Manual. Only very
few activities are introduced in the trainer’s Manual because they may be a very good tool
of group working and discussion within the seminars.
Learning objectives
These are introduced as a bullet list at the beginning of each section/session in order to
help the students to understand the aim of the session/section in terms of content and
structure.
Trainers can use the learning Objectives as a good summary and list of objectives for their
face-to face learning sets.