2. Contents
1. Purpose of the Manual...........................................................1
2. Curriculum Development Process.......................................................................1
• Overview
• Glossary
3. Needs Assessment …………………………………………………………….1
• Purpose
• Methods
• Sample needs assessment survey form
• Needs assessment summary template
• Sample matrix for needs assessment results
• Course proposal template
4. Donor Co-ordination…………………………………………………….1
• Donor course application form
5. Drafting Learning Objectives…………………………………..……..1
• Bloom’s taxonomy
6. Drafting Lesson Plans
• Delivery methods
• Sequencing
• Lesson planning template
• Instructor criteria form
• Discussion group criteria
• Student information form
7. Course Materials and Audio Visual Aids
• Sample table of contents
• 15 power-point tips
8. Evaluation Methods
• Kirkpatrick’s 4 levels
• Sample evaluation form
9. Course Replication Package checklist
Annexes:
I Curriculum Development Process Discussion Paper
II Curriculum Development Framework Discussion Paper
III Donor Co-ordination Process Discussion Paper
IV Model Guidelines for Continuing Judicial Development Practice
V Principles and Standards of Judicial Branch Education, Claudia Fernandes, et al………i
3. VI Judicial Orientation: Six Factors Influencing Program Development, Livingston Armytage… i
1 PURPOSE OF THE MANUAL
A well-designed curriculum development process promotes judicial independence and would in turn provide
the High Judicial Council (HJC) with the capacity to identify changing priorities in the professional development
of judges, prosecutors, judicial investigators and administrative and support staff of the HJC. Any curriculum
development must be preceded by appropriate needs assessments. Once professional development needs are
identified, courses that address these needs can be created through standardized methodologies.
The purpose of this desk-book is to set out the framework for a successful curriculum development process to
identify the principles and standards that should guide through the same. The desk-book moreover provides
working tools that may suitably be adapted as required and used for curriculum development at JDI. It might
be useful to arrange for an orientation for the curriculum development team at JDI on the use of these
working tools as a part of their induction when they are appointed
The manual has as annexes three Discussion Papers, which were initially developed at JALEA as a part of the
capacity building process for curriculum development at JDI. They should prove to be useful reference
materials to supplement this desk-book.
It has among others a set of Principles and Standards developed by the Standards Committee at the National
Association of State Judicial Educators, USA, headed by Claudia Fernandes. We have received the authors’ kind
consent to translate the document into Arabic for use at JDI. This should prove to be valuable in framing larger
policies and procedures for curriculum development at JDI.
The final annex to this desk-book is a paper by Livingston Armytage entitled “Judicial Orientation: Six Factors
Influencing Program Development” which has been translated now into Arabic with Mr. Armytage’s consent.
Livingston Armytage, who is considered to be foremost expert on judicial curriculum development and
implementation, has very kindly consented to the use of this document at JDI as a guide to curriculum
development.
We also annex his Model Guidelines for Continuing Judicial Development Practice.
This desk-book is the first in the series and it is hoped that it will be used to advantage at JDI.
4. 2. CURRICULUM DEVELOPMENT PROCESS
Overview
Curriculum development is a dynamic and continuous process. When developing curriculum for continuing
professional development (CPD), needs assessment should be an ongoing process. In applying this concept to
JDI, we suggest that there be a continuing dialogue between the developers of curriculum at the JDI,
academics in Iraq, legal and court practitioners and the members of the Iraqi judiciary and others who will
attend the courses to be developed for presentation at JDI. Needs assessment is the beginning of an ongoing
process of assessment, analysis, course recommendations, approval, subject matter expert identification,
development of course content (learning objectives, lesson plans, audio visual aids and course materials),
piloting, evaluation and revision.
5.
6. Glossary
Purpose
This glossary defines terms relevant to JDI’s Professional Development activities. The same terms may be used
differently in other disciplines. For example, the term “objective” has a similar but slightly different
application when used in Monitoring and Evaluation and log-frames.
Course Catalog
A course catalog is a list of the courses being offered by a service provider or which are available at a training
facility. The course catalog summarizes high level course objectives but does not detail lesson plans or
individual class learning objectives.
In some instances, course catalogs also list the set of pre-requisites a student must meet before they qualify
for a given course.
In the case of JDI, this is a listing of courses available at the JDI facility.
Class
• Education imparted in a series of lessons or meetings. (Princeton University, 2009)
• A body of students who graduate together. (Princeton University, 2009)
A course can be delivered in a single, or a series of classes. Each class will have its own lesson plan and learning
objectives.
Curriculum
• The set of courses, and their content, offered at a school or university. (Wikipedia, 2009)
• Instructional plan of skills, lessons, and objectives on a particular subject. (Peter W.D. Wright and
Pamela Darr Wright, 2009)
Curriculum Development
The process of designing and preparing all of the courses offered in a particular subject (SIL International,
1996). This involves the development of learning objectives, lesson plans, instructional aides, and the course
content necessary to achieve the course objectives.
A course may contain one class or a series of classes – each with their own lesson plans and learning
objectives.
Course Schedule
A course schedule is a listing of the dates, locations, and time necessary to complete courses. This may be a
part of the course catalog or be an individual document.
Goal
In a broad sense, a goal is the state of affairs that a plan is intended to achieve and that (when achieved)
terminates the behavior attended to achieve it (Princeton University, 2009).
Specific to Professional Development, goals are a broad statement of the kinds of performance, knowledge, or
attitudes that a person will attain or exhibit as a result of a learning experience.
7. There are several points at which goals are developed depending on what the goals are being defined for. A
course catalog will state the high-level goals for the courses contained therein. Each class may also have its
own set of more granular goals.
Learning Objectives
A learning objective details what knowledge or skill a student will be expected to have achieved at the end of a
class.
It answers: What will the students know or be able to do at the end of a class?
It comes in the format: When given A, B, and C the student will know or be able to accomplish X, Y,
and Z.
A learning objective is specific, measurable, attainable, and directly linked to the course goals. It does not
detail what the instructors intend to do or how a student will attain said knowledge or skill.
Lesson Plan
A lesson plan is an instructor’s detailed description of the course of instruction for an individual lesson
(Wikipedia, 2009).
A lesson plan identifies:
• appropriate instructional methods;
• the type and sequence of the material to be given;
• the learning activities and experiences;
• and it identifies resources and materials needed.
Methodology
The system of methods followed in a particular discipline (Princeton University, 2009). In the case of this
glossary, Professional Development is the discipline and the methodology is the systematic process.
Training Plan
A training plan is a temporal and logistical planning document that defines the sequence and locations of
training or education that an organization, business unit, or individual will undergo to achieve a desired goal.
A training plan is the product of individual skills assessments and takes constraints (budgetary, vendor
offerings, and work-plans) into account.
8. Works Cited
Peter W.D. Wright and Pamela Darr Wright. (2009, January 3). Glossary of Assessment Terms. Retrieved August 26, 2009, from Wright's Law:
http://www.wrightslaw.com/links/glossary.assessment.htm
Princeton University. (2009, July 09). WordNet Search. Retrieved August 26, 2009, from WordNet 3.0: http://wordnetweb.princeton.edu
SIL International. (1996, January 30). What is curriculum development? Retrieved August 26, 2009, from SIL International:
http://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsCurriculumDevelopment.htm
Wikipedia. (2009, August). Curriculum. Retrieved August 26, 2009, from Wikipedia: http://en.wikipedia.org/wiki/curriculum
Wikipedia. (2009, August 21). Lesson Plan. Retrieved August 26, 2009, from Wikipedia: http://en.wikipedia.org/wiki/lesson_plan
9. 3. NEEDS ASSESSMENT
• Purpose
Any curriculum development framework must be based on needs assessment. A successful needs
assessment in turn:
• Verifies there is a need for instruction.
• Collects information from the audience or about the audience in order to identify learning needs and
develop learning objectives.
• Gathers information about the audience and their interests and knowledge.
• Identifies topics & establishes priorities
We have provided in this section a sample copy of a needs assessment survey form that has been used by
the HJC here in Iraq for assessing the training needs of the judiciary as also a sample matrix for needs
assessment.
We have also included in this section a needs assessment summary sheet. It would be useful not only to
identify who had requested the training but also why the training had been requested and what the
learners perceive to be their felt needs.
The training content should be based on the information gathered through this process. The timing and
location of the training should also try to accommodate the needs of the learners.
This is followed by a sample matrix for needs assessment results.
The course proposal template that follows, besides listing the course title and target audience, must also
contain details of the needs assessment method used and a summary of the needs assessment results. It
also sets out goals and learning objectives to be achieved, topics to be covered, length of each course and
the presentation methodologies for each course.
The course proposal must also identify the list of resources required, course materials content and the
potential faculty for the course. It is essential that this document be prepared well in advance and
reviewed and approved by the Director of the institute.
• Methods
10. We summarize below some of the formal and informal methods that can be used for needs assessment:
Formal
• Surveys
• Follow-up surveys
• International dialogue and cooperation
• Tests
• Comments on course evaluation forms
• Advisory committees
• One-on-one interviews with potential participants
• Decisions overturned on appeal
Informal
• Discussions
• Observations
• Brainstorming
These methods are described in greater detail in the Curriculum Development Process discussion paper, which is
annexed to this desk-book. As stated in the discussion paper, some of the supplementary methods take a long
time to complete while others have additional restrictions or costs. Some of these methods may also be culturally
unacceptable or logistically impossible in the present time, but may be appropriate in the future for long term
curriculum development and review.
• Sample Needs Assessment Survey Form:-
Assessment of Training and Education Needs
(Continued Legal Education for the Judiciary)
Please circle the number next to the correct answer:
1. Chief Judge of the Court of Appeal
2. Head of Public Prosecutors
3. Judge Court of Appeal
4. Chief Judge of criminal Court
5. Judge of First Instance Court
6. Investigative Judge
7. Judicial Investigator
8. Public Prosecutor
9. Assistant Public Prosecutor
10. Chief Judge of the Personal Status Court
11. Judge of the Personal Status Court
12. Other. Please give your title: ________________________
How many combined years of experience do you have working in Judicial field: ________________________
11. Criminal Jurisdiction:
What follows is a list of potential judicial training topics. To the right of each numbered topic in the table below,
please mark an () in the answer box that most closely reflects your view of that topic.
Answer Key: Training on this topic . . .
A. Would be useful to me in my judicial work.
B. Would be useful to me in my work, BUT it does not form a priority comparing with other topics.
C. May be useful to other judges and to those who work in judicial field, BUT would not be useful to me.
D. There is no need for training on this topic.
E. Training on this topic would be a waste of time and effort.
TOPIC A B C D E
1. Those who have the right to open punitive cases
2. Criteria for detention before trial and for release pending
trial
3. Juvenile cases
4. The accused right to have counsel for his defense
5. Determining criminal intent
6. Effective methods of investigation
7. The value and use of forensic evidence
8. Computer crime and the means to prove
9. The art of interrogation and its assets
10. Relationship with the police and the use of police
reports
12. 11. Evaluation of evidence and confession
12. Dealing with multilateral crimes and conspiracy to
commit crimes
13. Procedures for trial of escaped suspects
14. Mental impairment and its impact on criminal
responsibility
15. How to determine the sentence and set the period of
confinement
16. Issues and challenges in the criminal law field
17. Areas where penal legislation needs reform
18. The relationship between International Conventions and
national legislation
19. New Crimes, examples: commercial crimes, anti-money
laundering, terrorist financing, asset recovery
20. Corruption: issues and challenges
21. Basic criminal procedure and the role of actors in the
criminal justice system
22. Role of defense lawyers and rights of defense
23. Role of the bar association in criminal justice system
24. Legal defense centers
25. Scientific and forensic evidence used to solve crimes
26. Crimes of kidnapping especially when woman is raped.
27.Terror crimes and how to investigate them
28. Drug crimes and how to successfully prosecute these
crimes.
29. Procedures for initial investigation and assignment to
competent courts.
30. Trial procedures.
13. 31. Prosecutors role in investigation and criminal trial and in
polices of the prosecutor’s office.
32. Trial procedures in the cassation court and in the federal
supreme court.
33. Cases that involve multiple crimes.
34. Others: please specify…
14. • Needs Assessment Activity Summary Template
Formal
• Surveys
Date _________
Number disseminated _________
Number of responses _________
Attach survey
• Follow-up surveys
Date _________
Number disseminated _________
Number of responses _________
Attach survey
• International dialogue and cooperation
Name _________
Title _________
Organization _________
Date _________
• Tests
Date _________
Number disseminated _________
Number of responses _________
Attach test
• Comments on course evaluation forms
Date _________
Class _________
Number disseminated _________
Number of responses _________
Attach comments
• Advisory committees
Date _________
Members _________
Attach comments
• Focus Groups
Name _________
Title _________
15. Organization _________
Location _________
Date _________
• One-on-one interviews with potential participants
Name _________
Title _________
Organization _________
Location _________
Date _________
• Decisions overturned on appeal
Case Name _________
Date _________
Court _________
Judge(s) _________
Informal
• Discussions
Name _________
Title _________
Organization _________
Location _________
Date _________
• Observations
Name _________
Title _________
Organization _________
Location _________
Date _________
• Brainstorming
Name _________
Title _________
Organization _________
Location _________
Date _________
21. 4. DONOR CO-ORDINATION
The purpose of donor coordination is to ensure that donor support goes to topics and activities that fulfill JDI’s
assessed needs. What follows is a course application form, which has been developed for HJC to ensure that
donors who apply for funding and conducting a course at JDI do meet the training needs that have been identified.
This would eliminate any ad hoc arrangements in donor support. The form is preceded by a brief instruction on
how to fill it in. The user of this desk-book should also refer to the Discussion Paper on Donor Coordination in
Annex III.
• Donor course application form
HJC Course Application
Instructions:
The questions in this application should be answered in a detailed manner. Only type written or printed responses
will be considered. Your responses will be evaluated by the HJC to determine if the proposed course or other form of
assistance is in-line with the Judicial Development Institute mission statement and strategic goals of the institute.
Please forward the completed application to the attention of ______________, via e-mail at _______________, or
fax it to ________________ or send it express mail to ________________________________. You may attach any
accompanying documents deemed useful in evaluating the overall merits of your proposal. Thank you in advance
for your desire to contribute to the success of the JDI.
I. Identification of the organization:
Organization’s name: _________________________________
Country: _________________________________
Contact Information: _________________________________
22. Name of Project Coordinator: _______________________________
II. Questionnaire – Only for providing continuing legal education courses/materials.
1- Course information
1.1 Please provide the name of the course and the topics that will be addressed.
1.2 Briefly explain your teaching methodology for the course.
1.3 Will you be using audio visual material?
1.4 How long is the course?
1.5 Estimated start and end dates.
1.6 Provide the curriculum vitae of the course instructor(s).
1.7 What is the target audience for this course (type of judge and level of experience)?
1.8 Have you conducted similar courses in other countries? Explain.
1.9 How does this course support the mission of JDI and/or its strategic goals?
2 – Budget Considerations
2.1 What resources are required by the JDI to accommodate this course?
2.2 Will you need the services of a linguist to deal with written materials or when teaching?
2.3 Will the JDI have to cover travel, lodging or any other associated expenses for the course instructor (s)?
2.4 Please note any other anticipated expenses for the JDI in regards to this course.
23. 3 – Sustainability
3.1 Will your organization provide any follow-up courses or material?
3.2 Are you willing to work with Iraqi experts to pass on your knowledge of this subject matter?
3.3 Will all material presented in this course be available for use by Iraqi judges and other court personnel?
5. DRAFTING LEARNING OBJECTIVES
A learning objective is not what the faculty member plans to do; it is the response expected from the learner.
Learning objectives are
• Your specific content outcomes.
• They answer the ‘what’ question.
• What learners will know or be able to do at the end of the educational experience.
• Road map -- you have to know where you're going in order to get there
• Indication of what the participants need to learn
• Targets for your instruction -- constant reminders of what you want people to learn
• Guide for the choice of instructional activities and materials
• Framework for evaluation -- to make sure you've gotten where you want to go
There are different kinds of learning objectives:
• Cognitive (thinking)
• Attitudinal (feeling)
• Behavioral (doing)
Cognitive learning objectives involve using Blooms taxonomy:
• Evaluation - make judgments
• Synthesis - bring together/new
• Analysis - separate elements
• Application - apply info
• Comprehension - translate info
• Knowledge - possess info
Response you are anticipating from your students:
Knowledge
Count, Define, Describe, Draw, Find, Identify, Label, List, Match,
Name, Quote, Recall, Recite, Sequence, Tell, Write
Comprehension Conclude, Demonstrate, Discuss, Explain, Generalize, Identify,
Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review,
25. devise
compare
create
construct
Taxonomy of Educational Objectives
(From Wikipedia, the free encyclopedia)
The Bloom's Wheel, according to the Bloom's verbs and matching assessment types. The verbs are all feasible and measurable.
Bloom's Taxonomy refers to a classification of the different objectives that educators set for students (learning
objectives). The taxonomy was first presented in 1956 through the publication "The Taxonomy of Educational
26. Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain," by Benjamin Bloom (editor), M.
D. Englehart, E. J. Furst, W. H. Hill, and David Krathwohl. It is considered to be a foundational and essential element
within the education community as evidenced in the 1981 survey "Significant writings that have influenced the
curriculum: 1906-1981", by H. G. Shane and the 1994 yearbook of the National Society for the Study of Education.
A great mythology has grown around the taxonomy, possibly due to many people learning about the taxonomy
through second hand information. Bloom himself considered the Handbook, "one of the most widely cited yet
least read books in American education.",[1]
Key to understanding the taxonomy and its revisions, variations, and addenda over the years is an understanding
that the original Handbook was intended only to focus on one of the thee domains (as indicated in the domain
specification in title), but there was expectation that additional material would be generated for the other domains
(as indicated in the numbering of the handbook in the title). Bloom also considered the initial effort to be a starting
point, as evidenced in a memorandum from 1971 in which he said, "Ideally each major field should have its own
taxonomy in its own language - more detailed, closer to the special language and thinking of its experts, reflecting
its own appropriate sub-divisions and levels of education, with possible new categories, combinations of categories
and omitting categories as appropriate."[2]
Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive.
Within the taxonomy learning at the higher levels is dependent on having attained prerequisite knowledge and
skills at lower levels (Orlich, et al. 2004). A goal of Bloom's Taxonomy is to motivate educators to focus on all three
domains, creating a more holistic form of education.
Contents
• 1 Affective
• 2 Psychomotor
• 3 Cognitive
• 4 Notes
• 5 References
Affective
Skills in the affective domain describe the way people react emotionally and their ability to feel another living
thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and
feelings.
There are five levels in the affective domain moving through the lowest order processes to the highest:
Receiving
The lowest level; the student passively pays attention. Without this level no learning can occur.
Responding
The student actively participates in the learning process, not only attends to a stimulus; the student also
reacts in some way.
Valuing
27. The student attaches a value to an object, phenomenon, or piece of information.
Organizing
The student can put together different values, information, and ideas and accommodate them within
his/her own schema; comparing, relating and elaborating on what has been learned.
Characterizing
The student holds a particular value or belief that now exerts influence on his/her behavior so that it
becomes a characteristic.
Psychomotor
Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a
hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.
Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other
educators have created their own psychomotor taxonomies.[3]
Cognitive
Categories in the cognitive domain of Bloom's Taxonomy (Anderson & Krathwohl, 2001)
Skills in the cognitive domain revolve around knowledge, comprehension, and "thinking through" a particular
topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives.
There are six levels in the taxonomy, moving through the lowest order processes to the highest:
Knowledge
Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers
• Knowledge of specifics - terminology, specific facts
• Knowledge of ways and means of dealing with specifics - conventions, trends and sequences,
28. classifications and categories, criteria, methodology
• Knowledge of the universals and abstractions in a field - principles and generalizations, theories
and structures
Questions like: What are the health benefits of eating apples?
Comprehension
Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving
descriptions, and stating main ideas
• Translation
• Interpretation
• Extrapolation
Questions like: Compare the health benefits of eating apples vs. oranges.
Application
Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts,
techniques and rules in a different way
Questions like: Which kinds of apples are best for baking a pie, and why?
Analysis
Examine and break information into parts by identifying motives or causes. Make inferences and find
evidence to support generalizations
• Analysis of elements
• Analysis of relationships
• Analysis of organizational principles
Questions like: List four ways of serving foods made with apples and explain which ones have the highest health
benefits. Provide references to support your statements.
Synthesis
Compile information together in a different way by combining elements in a new pattern or proposing
alternative solutions
• Production of a unique communication
• Production of a plan, or proposed set of operations
• Derivation of a set of abstract relations
Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of
29. ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.
Evaluation
Present and defend opinions by making judgments about information, validity of ideas or quality of work
based on a set of criteria
• Judgments in terms of internal evidence
• Judgments in terms of external criteria
Questions like: Do you feel that serving apple pie for an after school snack for children is healthy? Why or why not?
Some critiques of Bloom's Taxonomy's (cognitive domain) admit the existence of these six categories, but question
the existence of a sequential, hierarchical link.[4]
Also the revised edition of Bloom's taxonomy has moved Synthesis
in higher order than Evaluation. Some consider the three lowest levels as hierarchically ordered, but the three
higher levels as parallel. Others say that it is sometimes better to move to Application before introducing
concepts[citation needed]
. This thinking would seem to relate to the method of problem-based learning.
Notes
1. ^ Anderson, L. W., Sosniak, L. A. (1994) Bloom's Taxonomy: A forty-year retrospective.
2. ^ Krathwohl, D. R, Anderson, L. W. (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of
Educational Obejctives
3. ^ Learning Domains or Bloom's Taxonomy - Donald R. Clark
4. ^ Paul, R. (1993). Critical thinking: What every person needs to survive in a rapidly changing world (3rd ed.). Rohnert Park, California:
Sonoma State University Press.
References
• Taxonomy of Educational Objectives: The Classification of Educational Goals; pp. 201–207; B. S. Bloom (Ed.) Susan Fauer Company,
Inc. 1956.
• A Taxonomy for Learning, Teaching, and Assessing — A Revision of Bloom's Taxonomy of Educational Objectives; Lorin W. Anderson,
David R. Krathwohl, Peter W. Airasian, Kathleen A. Cruikshank, Richard E. Mayer, Paul R. Pintrich, James Raths and Merlin C. Wittrock
(Eds.) Addison Wesley Longman, Inc. 2001
• "Taxononmy of Educational Objectives. Handbook II: The affective domain; Krathwohl, D. R., Bloom, B. S., Masia, B. B.; 1964.
Retrieved from "http://en.wikipedia.org/wiki/Taxonomy_of_Educational_Objectives"
Categories: Educational technology | Educational psychology | Classification systems
30. BLOOM'S TAXONOMY
In 1956, Benjamin Bloom headed a group of
educational psychologists who developed a
classification of levels of intellectual behavior
important in learning. Bloom found that over 95 % of
the test questions students encounter require them to
think only at the lowest possible level...the recall of
information.
Bloom identified six levels within the cognitive domain,
from the simple recall or recognition of facts, as the
lowest level, through increasingly more complex and
abstract mental levels, to the highest order which is
classified as evaluation. Verb examples that represent
intellectual activity on each level are listed here.
1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat,
reproduce, state.
2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report,
restate, review, select, translate,
3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice,
schedule, sketch, solve, use, write.
4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment, question, test.
5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage,
organize, plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core,
select, support, value, evaluate.
For further Web-based information on Bloom's taxonomy:
http://www.eecs.usma.edu/cs383/bloom/default.htm
http://www.valdosta.edu/~whuitt/psy702/cogsys/bloom.html
http://www.eecs.usma.edu/usma/academic/eecs/instruct/howard/slidesho/sigcse2/index.htm
http://www.uct.ac.za/projects/cbe/mcqman/mcqappc.html
31. 6. DRAFTING LESSON PLANS
It is essential to have a lesson plan prepared for each course. It helps plan and structure the lesson. It also
helps as an aid in a contingent situation for a replacement instructor to step in should the original
instructor be for some reason unable to take the lesson scheduled. It is essential therefore to accord the
exercise of preparing the lesson plan the importance that it needs. The lesson plan also helps list and
identify the resource support that the lesson requires.
• Delivery methods
We provide below an indicative list of methods that can be used for presentation of a lesson:
• Lecture
• Question & Answer
• Hypothetical cases
• Real cases
• Panel discussion
• Demonstration
• Debate
• Games
• Role playing
• Role reversal
• Shadowing
• Mock trials
• Audio-visual aids
• Field trips
• Practice & critique– learn by doing
The methods can be used in a variety of combinations to cover the course content. What must be taken
into consideration are:
• How is the information best conveyed?
32. • How are the learning objectives best met?
• What is the status or perceptions of the learners?
We list below an indicative guide to selection of presentation methods based on the results to be achieved
Best Conveyed by Lecture
• Information: facts, histories, explanations, theories, research results
• Objectives: think
• Audience status/perceptions: superiority of speaker; passive learner
• Special aspects: convey large amounts of information in short period of time
• Best results: integrate with other methods
Best Conveyed by Debate
or Panel Discussion
• Information: divergent views, perceptions
• Objectives: think
• Audience status/perceptions: identification, involvement
• Special aspects: showcase controversy, diversity
• Best results: must be well prepared and have adequate time
Best Conveyed by
Small Group Activity
• Information: personal experiences, perspectives
• Objectives: think, feel, do
• Audience status/perceptions: direct involvement
• Special aspects: encourages participation
• Best results: need 3-9 members
Best Conveyed by
Demonstration
• Information: new information and skill
33. • Objectives: do
• Audience status/perceptions: learner involvement, confidence increases
• Special aspects: eases fear related to learning/practicing something new
• Best results: plan well, have a scrip
Best Conveyed by
Experiential Activity
• Information: testing new information and abilities in life-like situations
• Objectives: think, feel, do
• Audience status/perceptions: learner involvement and ownership, confidence increases
• Special aspects: eases fear related to learning/practicing something new
• Best results: plan well, create safe environment
Best Conveyed by
Individual Activity
• Information: application of new information
• Objectives: think, do
• Audience status/perceptions: learner ownership
• Special aspects: control learning, sense of accomplishment
• Best results: share results/process with others
34. • Lesson planning template
Lesson Planning Cover-sheet
Date of Preparation:
Date and Time of Instruction:
Goal:
Total Time:
Instructional Methods:
Course References/Resources (Bibliography):
Materials Needed Sheet
35. Page 2
Materials Needed (List all required aids including audio-visual equipment):
Microphone(s)
o Table
o Podium
o Lapel
Overhead
Flip Chart
VCR Equipment
Slide projector
Camera Presenter with LCD Projector
Computer with PowerPoint and LCP Projector
Pencils & Paper
Other (please specify):
Classroom Design (Layout):
“U’ Shape
Straight Rows
Herringbone
Square or Rectangular
Other (please specify with diagram)
36. Page 3
Learning Objectives
After this block of instruction, the participant will be able to:
List Learning Objectives (here)
1. Objective (you can delete the word Objective from these lines. It is a placeholder)
2. Objective
3. Objective
Lesson
• This is called the 5 step model:
STEPS PURPOSE
REVIEW To conduct a review of the learners’ general knowledge
of and experience with the topic.
OVERVIEW To establish a connection between the learners and the
training content that engages the learners and
motivates them to want to learn.
PRESENTATION To present the content to the learners in ways that
helps them to understand and retain the information.
EXERCISE To allow the learners to practice using the training
content so as to build their skills.
SUMMARY To summarize and clarify what was learned and, if
needed, to transition to the next lesson.
37. Page 4
Lesson Outline Instructional
Activities
I. Review
II. Overview
III. Presentation
IV. Exercise
Trainer note: Administer Practical Exercise. Allow ?? minutes
V. Summary
Summarize and review the lesson. You can review by:
a. Having the participants conduct the review
b. Giving a verbal or written quiz
c. Reviewing your learning aids
d. Having your participants write down their most important learning
e. If applicable, make a transition to the next lesson
38. • Instructor criteria form
It is important for the Course Administrator to select the instructor for each course on the basis of required
qualifications and skills. The Course Administrator should also work closely with the instructors and give them a
deadline for providing written materials and determining what class-room equipment will be required. Much of this
information no doubt will be contained in the Lesson Plan, which should reach the Course Administrator well in
advance. The Course Administrator should additionally ask for a short biography from each instructor, which
should contain details of education, current position, length of time in the position, relevant previous position and
any information that qualifies the instructor as an expert in the topic being taught. In most instances, the person
wanting to teach in a class had to have taken the class and shown some kind of above average knowledge of the
subject matter in class. Participants could also be recommended by the faculty to teach because the person
showed characteristics of being a good teacher or communicator in the class. Before teaching, new faculty has to
take a train-the-trainer course to prepare them and attend an orientation by the Academic Director about what
was expected of them as a faculty member. Someone could also get a teaching assignment if they had a highly
publicized case. The following is a suggestive form that may be used to elicit and compile this information:
Name and Address Position- Check one Date Appointed/Employed
Chief Justice
Prosecutor
Judge
Court Administrator
Court Staff
Telephone: Security Chief
Cell phone: Court Security Staff
E-mail: Licenced to carry a gun? Yes No
What kind of gun(s)?
Other - Specify
Arms training completed? Yes No Certificate awarded: (Date)
Weapons trained on: (List here)
Relevant previous positions and
qualifications attained:
Dates: Cert.
awarde
Teaching topics:
39. Additional expertise if any:
• Discussion group criteria
If a course is to include discussion groups, it is desirable that the groups have a mix of participants that will ensure
a beneficial and rewarding learning experience for all.
When determining who should be in a group, use the following selection criteria:
1. City in which participant lives
If participants include people from outside of Baghdad, they should be spread out among the discussion
groups so participants can learn how things are done in other jurisdictions
2. Population of jurisdiction
It could be helpful to mix participants from less populated cities with participants in higher populated
cities so the smaller jurisdictions can benefit from the more advanced jurisdictions and aspire to improve
their operations
3. Job title
It is desirable to mix participants who have different experiences, such as chief judge, judge, etc., to share
experiences and learn about each other’s needs
4. Length of time doing job
By mixing more experienced with less experienced participants the less experienced benefit from those
who have been doing the job longer and the more experienced may learn enthusiasm from the less
experienced
There should be no more than 10-12 participants in each discussion group in order for everyone to have an
opportunity to participate in the discussions, express their opinions, and share their relevant experiences.
An appropriate leader should be selected for each discussion group. These leaders may be selected by the Director
or Consultative Body from the participants who enroll in the training or may be invited for the specific purpose of
leading the group.
Training in group leadership and control is available and includes such topics as controlling the dominant member
so as not to permit one person to speak all the time, encouraging the quiet members to speak out, and ensuring
that every group member participates in the discussion. The leader also keeps the discussion on track with the
topic assigned for the discussion, and leads others rather than doing all of the talking.
40. • Student information form
A registration form is sent out by the Course Administrator in the Registrar’s office to each individual in advance by
post or electronically with a standard cover letter confirming acceptance into the training. When the registration
form is returned to the institute, the information on it is shared with other staff that may need to make
arrangements for the participant. The information is also entered into the data-base at the institute.
The Registration Form is a very practical and important form from which student information is derived for many
uses, including housing arrangements, travel arrangements, security list, meals, discussion group breakdowns,
database, statistics, and special dietary or physical requirements.
The Registration Form should be sent (e-mail or postal) to participants as soon as names and contact information
are available. Participants may be selected for participation by a higher authority or there may come a time when
people can elect to attend training determined by viewing a course brochure or calendar of courses that are open
to general classifications of job positions. Every effort should be made by the Assistant Registrar to secure a
Registration Form from every participant prior to the training.
What follows below is a sample student information form that can be used at the time of registration:
STUDENT INFORMATION FORM
NAME
JOB TITLE
NUMBER OF YEARS IN PRESENT POSITION
ROLE IN THE TRAINING
ADDRESS
OFFICE PHONE NUMBER
CELL PHONE NUMBER
E-MAIL ADDRESS
COURSE YOU ARE ATTENDING
DATES OF COURSE
41. HOUSING REQUIRED
ARRIVAL DATE AND TIME
MEANS OF TRANSPORTATION TO BAGHDAD
JDI TO MAKE TRAVEL ARRANGEMENTS YES NO
TRAVEL AUTHORIZATION NUMBER REQUESTED
DEPARTURE DATE AND TIME
SPECIAL DIETARY OR PHYSICAL ASSISTANCE REQUIREMENTS
ARE YOU LICENSED TO CARRY A GUN?
WHAT KIND?
If participants do not return the Registration Form prior to arrival for the training, they must complete one during
the orientation process. The Course Administrator must ensure that a Registration Form is obtained from every
participant.
When the Judicial Development Institute is fully staffed, people in different positions will need information
contained in the Registration Form. Below is a breakdown showing why the information is important and who will
utilize that information.
• Job title – Confirms the requisite qualification for eligibility to attend the course. It also serves as an alert
when a VIP will be attending so the Director and Public Affairs Officer can be informed by the Registrar.
• Number of years in present position – This information will be used for discussion group breakdowns and
seating charts. Course Administrator will need this information.
• Role in training (lead instructor, instructor, discussion leader, participant) – There are different housing units
for assignment dependent on a person’s role in the training. Nicer rooms are reserved for VIPs, lead
instructor, and instructors. General participants have rooms with shared bathrooms. General Services
Coordinator needs this information for assigning bedrooms.
42. • Address – Make sure it is complete so mail gets to that person. Assistant Registrar will send out acceptance
notifications and post-session evaluations.
• Office phone number – Not everyone has an individual number at the office. If it is left blank, check to make
sure whether or not they have one. If they do not have an office phone, indicate that in the database and to
use the cell phone number. Assistant Registrar needs to verify this. Director, General Services Coordinator,
or others may need to call the participant.
• E-mail address – Make sure you can read and understand the address. If the person does not have e-mail,
indicate this in the database so you do not waste time searching for one. Assistant Registrar, General
Services Coordinator, and others, including the Director, may need this to contact the participant.
• Course you are attending – Make sure the title is correct and complete so the database information will be
correct. Assistant Registrar will use this.
• Dates of course – Make sure these are accurate for the database, but also so you know the participant will
arrive and depart at the correct time. Assistant Registrar will check this.
• Housing required – Participants from out of town must have housing, but check with local participants to
make sure whether or not they want to sleep at JDI. General Services Coordinator will need this information.
• Arrival date and time – Important so you know when to expect participants and can notify security. You also
need to make sure the participant’s room is clean and ready for occupancy upon arrival. General Services
Coordinator may be the one to create list for security.
• Means of transportation to Baghdad – Will participants be flying from another region? Will transportation
from the airport be required and does JDI need to arrange for it? General Services Coordinator will arrange
transportation.
• JDI to make travel arrangements – Will participants make own flight arrangements or does JDI need to make
them? General Services Coordinator will make travel arrangements and Finance Office will need to know in
order to assign a travel authorization number.
• Travel authorization number – Get a travel authorization number from the Finance Officer and assign it to the
participant to show approval for JDI to pay for the travel. Finance Officer assigns number.
43. • Departure date and time – It is necessary to know if anyone is leaving early so you do not worry about
looking for them. Everyone needs to know this.
• Special dietary or physical assistance required – A participant may have a medical condition that requires a
special diet or may have a physical handicap that requires assistance getting up stairs. General Services
Coordinator needs this information to order the food and may have to share the information with Operations
and Maintenance so they can accommodate the staff.
• Are you licensed to carry a gun? What kind? – This information is necessary for training courses for security
personnel. Security manager and instructors need this information.
7. COURSE MATERIALS AND AUDIO VISUAL AIDS
Sample table of contents
• Decide what to include—theory and application
• Arrange information
– Chronological/sequential
– Simple to complex
– Specific to general/
General to specific
• Identify appropriate instructional method(s)
• Identify the sequence of the material
• Choose appropriate learning activities and experiences
• Vary your presentation techniques
• Make the classroom as comfortable as possible
44. Use course materials to:
• Stand on their own
• Have consistent format
• Later reference material
• Survey in Mongolia
showed over 70% of
Judges still used course
materials daily or weekly 6 months later
15 power-point tips
• Take control of technology & space
• Keep your message from being distracting by “B” (blank) key
• Choose graphics carefully - Reflect diversity of audience
• Keep text simple
• 6x6, 9x9 maximum
• Use 24-32 points size type for text, 36-44 for headers
• Use upper and lower case for text
• Use simple fonts
• Use no more than 2 fonts
• Use upper ¾ of screen
• Use both verbal & visual transitions
• Use strong contrasting colors
• Keep a copy of your slides
45. • Have a back-up plan
• Have a blank slide at the end
Use a/v aids to:
• Add interest to the presentation
• Reinforce or supplement the presentation
• Introduce the topic
• Transition from one point to the next
• Summarize main points
• Give visual representation of locations, places, numbers and graphs
• Visualize complex information
• Emphasize a word or concept
• Emphasize a sequence
• Change the pace
• Add humor
• Provide visual clues for the presenter and the audience
46. 8. EVALUATION METHODS
IT IS USEFUL TO REMEMBER THAT EVALUATION IS
• Culturally sensitive
• Necessary to redesign course
• Do not take personally
• Helps to revise presentations
• Usually positive
CURRICULUM EVALUATION CAN BE DONE BY SEVERAL METHODS:
• Oral feedback
• Body language feedback
• Participant evaluation form
• Faculty member evaluation form
• Focus groups
• Post-course evaluation form
• Kirkpatrick's Four Levels of Evaluation
Reaction, Learning, Behavior Transfer, and Results
47. Level One – Reaction
• Oral comments
• Written form at end of course
• Immediate reaction to the educational experience
• Usually includes questions about what other courses and topics the learner wants
Level Two – Learning
• Test or post-course evaluation to determine knowledge retention at the end of the course or days or months
afterwards
• Measures what knowledge or skills they acquired and kept
• Culturally sensitive because adults do not like to be tested
• Assesses what more needs to be learned
Level Three – Behavior
• Assesses whether there have been any behavioral changes as a result of the education program
• Done by observation or interviewing
• Difficult to do because judges do not like to be watched
• Valuable because assess what more needs to be learned
Level Four – Results
• Tries to identify whether the education generated change in the learners’ organization
• Analyze written decisions, number of appeals, amount of tie needed to decide
48. • Requires base to compare before and after
In Kirkpatrick's four-level model, each successive evaluation level is built on information provided by the lower
level.
ASSESSING TRAINING EFFECTIVENESS often entails using the four-level model developed by Donald Kirkpatrick
(1994). According to this model, evaluation should always begin with level one, and then, as time and budget
allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a
base for the next level's evaluation. Thus, each successive level represents a more precise measure of the
effectiveness of the training program, but at the same time requires a more rigorous and time-consuming analysis.
Level 1 Evaluation - Reactions
Just as the word implies, evaluation at this level measures how participants in a training program react to it. It
attempts to answer questions regarding the participants' perceptions - Did they like it? Was the material relevant
to their work? This type of evaluation is often called a “smile-sheet.” According to Kirkpatrick, every program
should at least be evaluated at this level to provide for the improvement of a training program. In addition, the
participants' reactions have important consequences for learning (level two). Although a positive reaction does not
guarantee learning, a negative reaction almost certainly reduces its possibility.
Level 2 Evaluation - Learning
To assess the amount of learning that has occurred due to a training program, level two evaluations often use tests
conducted before training (pretest) and after training (post test).
Assessing at this level moves the evaluation beyond learner satisfaction and attempts to assess the extent students
have advanced in skills, knowledge, or attitude. Measurement at this level is more difficult and laborious than level
one. Methods range from formal to informal testing to team assessment and self-assessment. If possible,
participants take the test or assessment before the training (pretest) and after training (post test) to determine the
amount of learning that has occurred.
Level 3 Evaluation - Transfer
This level measures the transfer that has occurred in learners' behavior due to the training program. Evaluating at
this level attempts to answer the question - Are the newly acquired skills, knowledge, or attitude being used in the
everyday environment of the learner? For many trainers this level represents the truest assessment of a program's
49. effectiveness. However, measuring at this level is difficult as it is often impossible to predict when the change in
behavior will occur, and thus requires important decisions in terms of when to evaluate, how often to evaluate,
and how to evaluate.
Level 4 Evaluation- Results
Level four evaluation attempts to assess training in terms of business results. In this case, sales transactions
improved steadily after training for sales staff occurred in April 1997.
Frequently thought of as the bottom line, this level measures the success of the program in terms that managers
and executives can understand -increased production, improved quality, decreased costs, reduced frequency of
accidents, increased sales, and even higher profits or return on investment. From a business and organizational
perspective, this is the overall reason for a training program, yet level four results are not typically addressed.
Determining results in financial terms is difficult to measure, and is hard to link directly with training.
Methods for Long-Term Evaluation
• Send post-training surveys
• Offer ongoing, sequenced training and coaching over a period of time
• Conduct follow-up needs assessment
• Check metrics (e.g., scrap, re-work, errors, etc.) to measure if participants achieved training
objectives
• Interview trainees and their managers, or their customer groups (e.g., patients, other departmental
staff)
Winfrey, E.C. (1999). Kirkpatrick's Four Levels of Evaluation. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved December
30, 2009, from http://coe.sdsu.edu/eet/articles/k4levels/start.htm
51. 9. COURSE REPLICATION PACKAGE
Course replication package checklist
1) Trainer confirmation letter or contract
2) Course material instructions
3) Course registration form
4) Staff order sheets
5) Printing instructions
6) Field trip management instructions if applicable
7) Room set-up including diagram & AV requirement for each session
8) Tea breaks/food order form for each day
9) Lesson plans
10) Course Materials
a) Title Page, including sponsor, course title, date of presentation, location(if the same materials will be
used for multiple presentations, date & location can be on the next page)
b) Branded statement about funding from INL and/or US DOS
52. c) Copyright?
d) Table of Contents
e) Welcome or Foreword
f) Course Agenda (including day date, topic by approximate time, breaks)
g) Instructor biographies
h) Class list
i) Course Goals
j) Learning Objectives for each topic
k) Course materials with headings (example below) for each topic
l) Checklists, hypothetical problems or case studies if appropriate for each topic
m) Power Point for each topic (3 slides to a page so notes can be taken) (sometimes you will not want
the audience to have a copy of slide in advance; you can distribute it afterwards as a handout)
n) Copies of other audio visual aids for each topic
o) Recommended reading for each topic or for entire course
11) Handouts
12) Course evaluation form
13) Course evaluation summary
Sample Headings for Course Materials
I. Major division of your material
A. Major subdivision
1. Minor subdivision
a. Minor sub point
(1) Detail of sub point
(a) Further breakdown
B. Major subdivision
II. Major division of your material
A. Major subdivision
53. ANNEXES
I Curriculum Development Process Discussion Paper
II Curriculum Development Framework Discussion Paper
III Donor Co-ordination Process Discussion Paper
IV Model Guidelines for Continuing Judicial Development Practice
54. V Principles and Standards of Judicial Branch Education, Claudia Fernandes, et al………i
VI Judicial Orientation: Six Factors Influencing Program Development, Livingston Armytage… i
55. JEDI Project
Curriculum Development
Discussion Paper
DRAFT
April 16, 2009
Background
Curriculum development is a dynamic and continuous process. The JALEA JEDI team is targeting June for
the start of course offerings at the Judicial Education and Development Institute (JEDI). These initial
efforts will take shape based on the HJC analysis of the results of a nationwide survey of judicial
perceptions on training needs initiated in 2008. Looking forward, the initial offerings will both be
opportunities for building capacity and useful steps towards a modern process for assessing judicial
needs and refining the curriculum.
When developing curriculum for continuing judicial education (CJE), needs assessment should be an
ongoing process. In applying this concept to the JEDI, we suggest that there be a continuing dialogue
56. between the developers of curriculum at the JEDI, academics in Iraq, legal and court practitioners and
the members of the Iraqi judiciary and others who will attend the courses to be developed for
presentation at the JEDI. One framework for this dialogue is to use “Focus Groups” to analyze priority
areas and make recommendations to the HJC on the smaller segments and sub-topics that must be
identified for effective curriculum design and course development. This process would also help
develop the frequent revisions, additions, and deletions that will be necessary over time to respond to
changing circumstances, shifting caseloads, geographic priorities, and new legislation.
This paper focuses on development of the judicial education curriculum. However, it is important to
note that the method for developing judicial curriculum is equally applicable to developing the
curriculum for court administrators, court security personnel, and judicial investigators.
Initial Curriculum Development Process
The survey conducted by the High Judicial Council starting in August 2008 yielded a wealth of data on
the continuing education interests of Iraqi judges. Several topic areas were shown to be of national
interest. The Project Board members have been able to analyze the survey data in the context of their
own extensive experience and familiarity with the Iraqi court system. By taking advantage of this
analysis, it is possible to begin development of JEDI’s highest priority courses immediately. We suggest
the following sequence of events once the Project Board completes analysis of the survey data.
1) Based on the survey results, the JEDI Project Board members identify four criminal law, civil
law or general skills related topics they definitively want to include in the JEDI’s curriculum.
2) The JEDI Project Board members identify Iraqi subject matter experts on these topics.
3) Under the direction of the JEDI Project Board, with JALEA assistance, the subject matter
experts hold focus groups on these topics to assess the needs of specific topics, divide large
topic areas into smaller course segments, and identify subtopics. The focus group leaders
will report back to the JEDI Project Board.
4) JEDI proceeds with development of these courses with assistance from JALEA and, if
appropriate, other donors.
5) Preliminary agendas, faculty, and learning objectives are identified and developed for the
initial four courses.
6) JEDI presents pilot courses.
We also suggest the below sequence of events for the remainder of the year to develop the rest of the
initial JEDI curriculum.
1) The JEDI Project Board identifies additional topics and subject matter experts ranked high in
the survey, including civil and general skills. The subject matter experts hold focus groups
57. on these topics, assisted by JALEA, to assess the needs of specific topics, divide large topic
areas into smaller course segments, and identify subtopics and report back to the Project
Board.
2) JALEA reports back to the JEDI Project Board regarding the ideas it has gathered from the
JEDI Project Board, the subject matter experts, and the survey and recommends a
preliminary draft of the initial CJE curriculum November 2009 – May 2010)
3) The JEDI Project Board reviews the draft of the initial CJE curriculum.
4) The JEDI Project Board, with JALEA assistance, holds additional focus groups in Baghdad and
selected provinces for reaction to the draft initial CJE curriculum.
5) The JEDI Project Board finalizes the initial CJE curriculum.
Long Term Curriculum Development Process
Any continuing professional development curriculum should be a work in progress, subject to annual
review. Surveys, such as the one the HJC has completed, and focus groups are formal needs assessment
instruments. There are additional formal or informal methods JEDI can use in the future in various
combinations to update and expand the initial JEDI curriculum.
Formal
• Follow-up surveys
• International dialogue and cooperation
• Tests
• Comments on course evaluation forms
• Advisory committees
• One-on-one interviews with potential participants
• Decisions overturned on appeal
Informal
• Discussions
• Observations
• Brainstorming
These methods are described in detail in the appendix. Some of the supplementary methods take a long
time to complete while others have additional restrictions or costs. Some of these methods may also be
culturally unacceptable or logistically impossible in Iraq at the present time, but may be appropriate in
the future for long term curriculum development and review.
58. APPENDIX
Follow-up surveys – These usually focus on specific data from the original survey and are directed to a
smaller number of respondents. For instance, the Project Board could send an inquiry, perhaps through
the Chief Justices of the courts, asking a random sample of judges a limited number of more specific
questions about some of the highest ranked topics in the recent survey.
International dialogue and cooperation – Discussions with donor organizations and active membership
in professional organizations such as the International Organization for Judicial Training (IOJT), the
National Association of State Judicial Educators (NASJE), and the Judicial Education Reference,
Information and Technical Transfer (JERITT) Project (a US national clearinghouse for information on CJE)
can alert the JEDI to global concerns and new trends to which the JEDI will want to respond.
Tests – Most adults dislike and even fear tests. Judges in other countries (such as the United States,
Egypt and the Republic of Kyrgyz) are particularly resistant to being tested on law related topics.
Course evaluation comments – Most course evaluation forms have an area in which respondents can list
other topics or courses they want to attend. These can be extremely helpful, but JEDI has not yet
started presenting courses and so has no such feedback.
Advisory committees – The Project Board is in itself an advisory committee; its members already have a
wealth of experience. In the future, it may choose to delegate curriculum development responsibility to
a special working group or set up advisory committees of subject matter experts on specific topic areas.
Focus groups – A focus group consists of a small group of potential participants with varying levels of
expertise. A group facilitator with some prepared questions to initiate discussion draws out information
about the group members’ interests, likes, dislikes, and concerns in a particular subject or skill area.
Someone else takes notes and writes a concise summary of the discussion, usually without attributing
specific comments to individuals.
One-on-one interviews – Held with potential participants, these can also be very valuable, but they are
time consuming for the high ranking judges who conduct them. However, non-judges, such as JALEA
advisors, could visit the courts on behalf of the Project Board to interview judges about their needs.
Appellate decisions – Analyzing decisions overturned on appeal is also time consuming, even if the data
is easily available. In Iraq, the decisions are not easily available at this time. Observation of appellate
proceedings is very subjective and time consuming, and judges typically dislike being observed by other
judges.
Discussions – Talking informally to judges and listening to them talk about their self-perceived needs is
the simplest but sometimes most effective means of needs assessment. In a trusting relationship,
judges often reveal more orally than they will in writing. Members of the HJC and Project Board have
probably already had many such discussions with Iraqi judges about their needs.
59. Observations – In most countries, judges resent being observed by other judges. However, judges in
Iraq sit in panels of three at trial and are therefore observing and interacting with one another on
regular basis. This may create the ability for trial judges to have an accurate sense not only of their own
needs but also of their colleagues’ needs. We hope that this is reflected in the survey by respondents
who selected “C” to a particular question. That response indicated that a particular area “May be useful
to other judges and to those who work in judicial field, BUT would not be useful to me.”
Brainstorming – This is a less structured variation of focus groups or advisory committees in which
subject matter experts and/or potential participants exchange ideas spontaneously, but with some
mechanism for keeping track of the ideas circulated.
62. The curriculum will be the academic cornerstone of the Judicial Education and Development Institute
(JEDI). Effective and modern curriculum development can be a time consuming process that is best
accomplished by involving several individuals who possess a broad range of skills, experience and
education. Academic institutions typically appoint a curriculum working group that establishes, develops
and reviews the institute’s curriculum. A curriculum working group can provide integrated responsibility in
the design, implementation and management of the curriculum.
B. Other Institutions: Curriculum Working Group Membership
One of the most important members of a curriculum working group is the Chairperson. At many institutes,
the Chairperson is the Assistant Dean or Assistant Director General of the institution rather than the
Institute Director. Due to the need for frequent meetings as well as the time consuming nature of the
development and review of the curriculum, the Institute Director is usually not be the most appropriate
person to chair the curriculum working group. In addition, many institutes vest the Institute Director with
the authority to review final recommendations of the committee and direct the implementation and
changes of the curriculum based on the committee’s recommendations.1
It is therefore better that
someone other than the Institute Director chair the curriculum working group.
Curriculum working groups generally consist of an odd number of members, usually three or five people,
including the Chairperson. Faculty members should be group members. The selected faculty members
should represent as many of the disciplines taught at the institute as is possible. The group may also
benefit from the inclusion of a lawyer who is not on the faculty. This lawyer can be a judge, prosecutor or
a private practitioner. This additional perspective typically provides input from the legal profession while
bolstering the public’s perception of the openness of the judiciary.
C. Other Institutions: Curriculum Working Group Responsibilities
Differing institutes utilize curriculum working groups in varying ways. However, nearly all are responsible
for the following tasks:
(1) adopting a judicial Curriculum Development Framework,
(2) assessing needs, interests and resources,
(3) developing a unified curriculum,
(4) determining the initial courses (applicable to new institutes),
(5) determining student selection criteria in institutes where demand for courses exceeds supply,
(6) approving the schedule for reviewing curriculum and courses,
(7) reviewing curriculum and courses and
(8) adapting curriculum and specific courses to ongoing needs and requirements.
D. JEDI: Potential Areas of Focus/Responsibilities
1
See, e.g., http://info.med.yale.edu/education/edu/curriculum_new.html
63. The curriculum working group for the JEDI should focus on the following specific areas discussed
below.
(1) Validating and refining the judicial curriculum survey results.
a) This will include determining the best method to accomplish the validation with the
time and resources available.
b) Possible methods of validation and refinement include: (i) a series of provincial round
table meetings with judicial personnel to discuss survey results and curriculum
development, (ii) a national roundtable in Baghdad with judicial personnel from
throughout Iraq, or (iii) a national roundtable in Baghdad with Baghdad court
personnel.
(2) Adopting a Curriculum Development Framework.
(3) Identifying initial courses and identifying faculty to develop and present these initial courses.
(4) Adopting a standardized curriculum and course mapping standards.
(5) Using the validated judicial survey results, curriculum development framework and available
resources to prepare the first year recommended curriculum for JEDI.
(6) Reviewing and adapting the curriculum and course content to reflect changing needs and
requirements.
The curriculum working group should oversee development of the first courses offered at JEDI, utilizing
the development of these initial courses to establish a Curriculum Development Framework for future
course development within a unified curriculum. The curriculum working group would then provide
ongoing oversight of new course development across all JEDI divisions and ensure that all of the courses
incorporate adult professional learning methodologies.
In developing the initial and subsequent courses, the curriculum working group should oversee the design
and management of the curriculum in several ways. First, the curriculum working group should ensure
standardization of the course structure in accordance with the Curriculum Development Framework.
Second, the curriculum working group should use a variety of monitoring and evaluation techniques,
potentially including course surveys, pre- and post-tests, supervisor evaluations, and discussion groups
for each course to ensure the instructor and the course material offered are meeting student needs and
course objectives. Finally, the curriculum working group should direct and oversee reforms and
improvements to the curriculum based on the results of monitoring and evaluation designed to identify
ongoing and emerging instructional needs.
65. Draft
25 June 09
E. Background
The JEDI Project Board is currently in the process of determining the initial course curriculum at the
Judicial Education and Development Institute. A number of tools are being employed to guide the board
in establishing this curriculum to include analyzing the results from the survey that was distributed to the
Iraqi judiciary in October 2008. The vast majority of judges and prosecutors who responded to the survey
expressed a need for instruction on advanced legal topics such as use of forensic evidence, modern
financial crimes and terrorism. The isolation of the Iraqi legal system for a number of years under the prior
regime created a judiciary that is out of step with some prevailing international norms in judicial education.
However, since 2003 the Iraqi judiciary has received ad hoc training from international donors on these
legal topics and others. This support has been beneficial but has not provided the systematic and
sustained effort needed to achieve the HJC’s target goals over the next five years.
The HJC Judicial Development Strategy outlines these goals in its Five-Year Strategic Plan and
acknowledges the need to rely on the support of the international community in achieving them. The plan
calls for development of judicial capacity though continuing legal education. Developing a donor
coordination strategy to maximize current and projected international efforts in Iraq is a key element in
achieving the HJC’s goals.
F. Principles of Donor Coordination
There is no formal international donor coordination plan for the JEDI at this time. However, there are a
number of international organizations that have expressed an interest in assisting in developing judicial
capacity through course offerings at the JEDI. The goal of donor coordination is to assist the HJC in
achieving its strategic goals by capitalizing on these resources. A successful donor coordination program
empowers this process by eliminating wasteful redundancy and advancing best practices while providing
a simple but effective means of facilitating donor involvement in achieving the HJC’s objectives outline in
the Strategic Plan. In the context of the JEDI, the program would:
1. Direct donor efforts to priorities established by the HJC.
2. Ensure provincial efforts are in-line with HJC priorities.
3. Promote transparency and accountability in the donor coordination process.
4. Create a mechanism for donors to submit their requests d to the HJC
G. Donor Coordination Plan for Courses offered at the JEDI.
The JEDI Project Board is the most effective conduit at the HJC for handling donor coordination on
continuing legal education since it is designing every facet of the Institute, to include curriculum
development. We therefore recommend that all donor offers be forwarded to the Project Board for
consideration.
There are numerous demands placed on the JEDI Project Board members through this project as well as
66. a host of other professional responsibilities. The Board’s active schedule mandates the adoption of an
efficient process to handle these proposals. The JALEA team recommends the following plan for
managing donor offers:
1. Establish Method of Communication: Brochure and Website – Create a one-page color
brochure outlining the mission and priorities of the JEDI and how donors can submit proposals. This
brochure would be distributed to all Iraqi courts and other organizations working on the JEDI. When an
international donor expresses an interest in contributing to the success of the JEDI, they can be provided
a copy of the brochure or directed to the HJC website. The HJC website (or a JEDI website) will post the
same information as provided in the brochure. In addition, the HJC website should publish important
reference documents for donors on the HJC website in Arabic, English, or other languages (as available).
In particular, the HJC website should publish English versions of the HJC Five-Year Strategic Plan and
the most current HJC Statistical Report.
2. Create a Process of Submitting a Proposal – The brochure and the website will direct
donors to a form that needs to be completed and submitted to an e-mail address or a postal address at
the HJC. An administrative assistant at the HJC would be responsible for collecting all donor applications
and providing them to a designated member of the Project Board for consideration at regularly meetings.
Donors will be able to access the form through the website and paper copies should also be made
available. The form will require the donor to provide enough information for the board to adequately
evaluate the merits of the proposal on its face. A proposed donor evaluation form is attached as Annex A.
3. Develop an Internal Policy for Judicial Personnel – We recommend that the HJC develop
an internal policy that requires judges and other court personnel to follow this process when dealing with
international donors who want to contribute to judicial development in Iraq. This will ensure the support is
responsive to the needs of the JEDI and not driven by donors or the whims of individual judges or courts.
67. Annex A
HJC Course Donor Application
Instructions:
The questions in this application should be answered in a detailed manner. Only type written or printed
responses will be considered. Your responses will be evaluated by the HJC to determine if the proposed
course or other form of assistance is in-line with the JEDI mission statement and strategic goals of the
institute. Please forward the completed application to the attention of ______________, via e-mail at
_______________, or fax it to ________________ or send it express mail to
________________________________. You may attach any accompanying documents deemed useful
in evaluating the overall merits of your proposal. Thank you in advance for your desire to contribute to the
success of the JEDI.
I. Identification of the donor organization:
Organization’s name: _________________________________
Country: _________________________________
Contact Information: _________________________________
Name of Project Coordinator: _______________________________
II. Questionnaire – Only for Donors providing continuing legal education courses/materials.
1- Course information
1.3 Please provide the name of the course and the topics that will be addressed.
1.4 Briefly explain your teaching methodology for the course.
1.3 Will you be using audio visual material?
1.4 How long is the course?
1.5 Estimated start and end dates.
68. 1.6 Provide the curriculum vitae of the course instructor (s).
1.7 What is the target audience for this course (type of judge and level of experience)?
1.8 Have you conducted similar courses in other countries? Explain.
1.9 How does this course support the mission of JEDI and/or its strategic goals?
2 – Budget Considerations
2.1 What resources are required by the JEDI to accommodate this course?
2.2 Will you need the services of a linguist to deal with written materials or when teaching?
2.3 Will the JEDI have to cover travel, lodging or any other associated expenses for the course instructor
(s)?
2.4 Please note any other anticipated expenses for the JEDI in regards to this course.
3 – Sustainability
3.1 Will your organization provide any follow-up courses or material?
3.2 Are you willing to work with Iraqi experts to pass on your knowledge of this subject matter?
3.3 Will all material present in this course be available for use by Iraqi judges and other court personnel?
69. IV Model Guidelines for Continuing Judicial Development Practice2
Livingston Armytage, considered the foremost expert on judicial curriculum development and implementation,
conducted an exhaustive study of nascent, emergent, and developing judicial training programs, with focus on four
countries. He concluded that ten (10) guidelines are instrumental in designing an effective judicial education
program.
1. Develop and standardize court-owned and judge-led programs of continuing judicial education that provide a
range of conferences, seminars, workshops and paper-based and electronic publications that are practical, address
the needs of judges for competency and skills-based development, and improve judicial performance.
2. Develop strategic and activity plans to define the goals and objectives of the program of judicial development,
and the priorities, structure and content of the curriculum and services.
3. Establish a governance structure, or council, for the judicial training body to be chaired by the Chief Justice, and
that includes representatives of the judiciary, educational experts and community interest.
4. Involve members of the judiciary in the planning, establishment, management and evaluation of the judicial
development program.
5. Conduct a comprehensive training needs analysis, which includes active consultation with representatives of
the legal profession, business community and representatives of civil society.
6. Undertake an assessment of the resources available and needed to establish and implement the program of
continuing judicial education, including fixed infrastructure, human resources and recurrent budget requirements.
7. Use existing resources wherever relevant and appropriate.
8. Apply the principles of adult and professional learning in the design and delivery of training services.
9. Develop a ToT program for judges.
10. Design and implement a system for monitoring and evaluating the program.
In any given country, there may be barriers to implementing these guidelines and these guidelines may need to be
adjusted to conform to the legal, economic, and political realities of the specific country. In Iraq, economic
constraints imposed by the IMF Stand-By Agreement may limit JDI staffing and resources for a period of time.
Political constraints may suggest that the formal appointment of a governing board be delayed for a period of
time. Nonetheless, these guidelines may serve as a broad framework for the establishment of JDI if the JDI Project
Board and the HJC choose to adopt these guidelines. To date, the HJC has indicated support of most of these
guidelines. As envisioned by the HJC, JDI will be a court-owned and judge-led institution.
V Principles and Standards of Judicial Branch Education
2
Livingston Armytage (2005), “Training of Judges: Reflections on principle and international practice”, European Journal of Legal
Education, 2:1, 37.
70. ______Claudia Fernandes, et al
NOTE
PRINCIPLES AND STANDARDS
In 2001, the National Association of State Judicial Educators adopted the Principles and Standards for Judicial
Branch Education as a model for establishing a program for an effective continuing judicial education system.3
The
document was drafted to address eight identified goals of judicial branch education:
1. Help judicial branch personnel acquire the knowledge and skills required to perform their judicial
branch responsibilities fairly, correctly, and efficiently
2. Help judicial branch personnel adhere to the highest standards of personal and official conduct
3. Help judicial branch personnel become leaders in service to their communities
4. Preserve the judicial system’s fairness, integrity, and impartiality by eliminating bias and prejudice
5. Promote effective court practices and procedures
6. Improve the administration of justice
7. Ensure access to the justice system
8. Enhance public trust and confidence in the judicial branch.4
Furthermore, the concepts and practices suggested by the Principles and Standards are simply that they can serve
as minimum goals or as aspirations. Specifically, the National Association of State Judicial Educators presented the
Principles and Standards as:
1. A guide to internal organizational structure, administration, and program development that supports
effective judicial branch education
2. A guide to national and regional sponsors and providers of judicial branch education , programs and
activities, suggesting the educational principles, practices, and processes that affect growth and
development
3. A reference for organizations to develop their own mission, plans, or goal statements
4. A guide to advance the quality and quantity of educational opportunities for the judicial branch
5. Criteria for reviewing programs and activities that seek accreditation for mandatory judicial branch
education.5
The Principles and Standards of Judicial Branch Education includes a preamble and eight fundamental principles.
3
National Association of State Judicial Educators (NASJE), Principles and Standards of Judicial Branch Education, 2001. (An Arabic translation of
this document is scheduled to be available by November, 2008.)
4
NASJE at p. 4.
5
NASJE at p. 2.
71. Each principle is then further defined by a set of standards and concludes with a commentary. While the content of
the Standards and Commentary is beyond the capability of this paper, the Principles are listed in order to identify
the scope of the paper:
1. The Need for Judicial Branch Education: formal education for judicial branch personnel is essential for
the judicial system to perform and uphold public trust and confidence in the judicial system.
2. Organization and Resources: each state’s judicial branch should have an organization dedicated to
meeting its education needs.
3. Education to Meet Career Needs of Judicial Branch Education: beginning with orientation, judicial
branch education should meet the changing career needs of judicial branch personnel.
4. Use of Adult Education Methods: judicial branch education programming should use appropriate
adult education methods to assess needs, design and implement curricula, and evaluate results.
5. Faculty: to help learners meet clearly defined learning objectives, faculty for judicial education
activities should have education or experience in adult learning skills and techniques and in the
relevant subject matter.
6. Resources: The judicial branch education organization should provide all judicial branch personnel
with education resources to enable them to perform their duties in a knowledgeable, effective, and
efficient manner.
7. Outreach and Collaboration: judicial branch education should help all judicial branch personnel
develop skills in public outreach, community collaboration, community leadership, and public service,
and the judicial branch education organization should model those skills in all its work.
8. International Judicial Branch Education: These Principles and Standards for judicial branch education
in the United States apply as well to judicial branch education in other countries. In particular, faculty
and curricula development for international arenas should meet the same standards as domestic
programs.6
6
NASJE at pp. 5-21.
![CURRICULUM
DEVELOPMENT
DESK-BOOK
JUDICIAL DEVELOPMENT INSTITUTE
BAGHDAD
DRAFT
[.] January 2010](https://image.slidesharecdn.com/d73a7a1d-9009-40e0-b8a0-df55a6f81dc6-160817120733/85/JDI-Curriculum-Development-Desk-book-draft-Eng-1-8-gb-2-1-320.jpg)
