SUPREME COURT OF AFGHANISTAN <ul><li>JUDICIAL EDUCATION </li></ul><ul><li>Needs Assessment </li></ul><ul><li>and  </li></u...
<ul><li>&quot;  فاسئلوا اهل الذکر ان کنتم لا تعلمون &quot; </li></ul><ul><li>( النحل آیه  43) </li></ul><ul><li>Ask knowle...
PURPOSE <ul><li>Assess needs for judicial education </li></ul><ul><li>Develop Supreme Court strategy  </li></ul>Needs Asse...
CONTENT <ul><li>Part 1 :  Assessment </li></ul><ul><ul><li>1. Methodology </li></ul></ul><ul><li>2. Supreme Court Data </l...
Part 1 <ul><li>ASSESSMENT </li></ul>Needs Assessment + Strategy
1.1  METHODOLOGY <ul><li>Appraisal of Supreme Court data  </li></ul><ul><li>Judges’ survey of training needs  </li></ul><u...
I.2  SUPREME COURT DATA <ul><li>Judicial population </li></ul><ul><ul><li>1415 judges - 1384 records </li></ul></ul><ul><u...
1.2  SUPREME COURT DATA <ul><li>Qualifications </li></ul><ul><ul><li>Sharia faculty - 44% </li></ul></ul><ul><ul><li>Law f...
I.2  EDUCATION Needs Assessment + Strategy
I.2  APPOINTMENT Needs Assessment + Strategy
I.2  STAGE   Needs Assessment + Strategy
I.2  TRAINING Needs Assessment + Strategy
1.3  JUDGES’ SURVEY <ul><li>Sample: </li></ul><ul><li>157 judges nationally </li></ul><ul><li>11.34% of the judicial popul...
I.3  FINDINGS <ul><li>57% completed stage prior to appointment </li></ul><ul><li>Case frequency  </li></ul><ul><ul><li>Cri...
I.3  SUPPORT <ul><li>Insufficient access to laws - 36% </li></ul><ul><li>No access to legal texts - 55% </li></ul><ul><li>...
I.3  REASONS <ul><li>Reasons for participating in training:  </li></ul><ul><ul><li>To acquire practical skills </li></ul><...
I.3  CONTENT <ul><li>Preferences for content of training: </li></ul><ul><ul><li>Sharia law,  and  civil law and procedure ...
I.3  LEVEL <ul><li>Judges rank importance of training: </li></ul><ul><ul><li>Pre/post appointment induction (stage) traini...
I.3  FACULTY <ul><li>Preferences for presenters: </li></ul><ul><ul><li>Respected judges </li></ul></ul><ul><ul><li>Experts...
I.4 STAKEHOLDER CONSULTATIONS   ( Judges, lawyers, legal academic, representatives of civil society and donors ) <ul><li>I...
I.4 STAKEHOLDER CONSULTATIONS <ul><li>Lack of modern comparative Islamic outlook </li></ul><ul><li>Out of date with laws <...
I.4  DONOR TRAINING Needs Assessment + Strategy
I.4  DONORS/PROVIDERS <ul><li>Reasons </li></ul><ul><ul><li>To acquire knowledge of the law and procedures </li></ul></ul>...
I.4  DONORS/PROVIDERS <ul><li>Level of training </li></ul><ul><ul><li>Up-date/recent development </li></ul></ul><ul><ul><l...
I.4  COMPARISON  DONORS – JUDGES (Survey sample) Needs Assessment + Strategy
I.4  PRINCIPAL FINDINGS <ul><li>Significant minority of judges (36.6%) not completed any university education in Sharia or...
Needs Assessment + Strategy
SUPREME COURT OF AFGHANISTAN <ul><li>JUDICIAL EDUCATION </li></ul><ul><li>Needs Assessment </li></ul><ul><li>and  </li></u...
Part 2 <ul><li>STRATEGY PROPOSAL </li></ul>Needs Assessment + Strategy
2.1  STRATEGY FRAMEWORK <ul><li>GOAL  </li></ul><ul><li>Ensure equal, fair and transparent  access to justice for the peop...
2.1  DUAL STRATEGIES <ul><li>Short term:  current   ‘Emergency’ stop-gap training  for existing judges </li></ul><ul><li>L...
2.1  OBJECTIVES <ul><li>Address major identified needs:  </li></ul><ul><ul><li>Appointment standards, criteria </li></ul><...
2.2  LEADERSHIP & GOVERNANCE <ul><li>Imperative for judicial independence </li></ul><ul><li>Judicial leadership </li></ul>...
2.2  KEY ACTORS <ul><li>Chief Justice </li></ul><ul><li>Supreme Council of Judges </li></ul><ul><li>Judicial Education & T...
2.2  EDUCATION COMMITTEE  & FACULTY OF TRAINERS <ul><li>Select cadre of respected Afghan judges </li></ul><ul><li>Define m...
2.2  STANDARD-SETTING & IMPLEMENTATION <ul><li>Appointment standards + practice </li></ul><ul><li>Qualification requiremen...
2.3  CONTINUING JUDICIAL EDUCATION PROGRAM <ul><ul><li>Objective </li></ul></ul><ul><ul><li>To improve legal knowledge, pr...
2.3  PROGRAM MANAGEMENT <ul><li>Strategy </li></ul><ul><li>Needs  </li></ul><ul><li>Services </li></ul><ul><li>Curriculum ...
2.3  CURRICULUM -  What is it? <ul><li>A curriculum provides the framework to help the Supreme Court to address training n...
2.3  JUDICIAL TRAINING   CONTENT INVENTORY <ul><li>Sharia, substantive law, court procedure   </li></ul><ul><ul><li>To be ...
2.3  CURRICULUM MATRIX   Needs Assessment + Strategy CONTENT PITCH SHARIA, SUBSTANTIVE LAW COURT PROCEDURE JUDICIAL SKILLS...
2.3  GUIDELINES <ul><li>Improve competence and performance </li></ul><ul><li>Focus on practicality and relevance  </li></u...
3. NEXT STEPS - PRIORITY ACTIVITIES <ul><li>Supreme Court  -  Leadership </li></ul><ul><ul><li>Settle and endorse strategy...
Needs Assessment + Strategy
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Armytage: Afghanistan Strategy, 2005

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Judicial Development Strategy, Supreme Court, Afghanistan, 2005

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Armytage: Afghanistan Strategy, 2005

  1. 1. SUPREME COURT OF AFGHANISTAN <ul><li>JUDICIAL EDUCATION </li></ul><ul><li>Needs Assessment </li></ul><ul><li>and </li></ul><ul><li>Strategy Proposal </li></ul><ul><li>4 May 2006 </li></ul>Needs Assessment + Strategy
  2. 2. <ul><li>&quot; فاسئلوا اهل الذکر ان کنتم لا تعلمون &quot; </li></ul><ul><li>( النحل آیه 43) </li></ul><ul><li>Ask knowledgeable persons if you don’t know </li></ul><ul><li>Quraan </li></ul><ul><li>“ اطلب العلم من المهد الی اللحد ” </li></ul><ul><li>( الحدیث ) </li></ul><ul><li>Seek knowledge from the cradle to the grave </li></ul><ul><li>Saying of Prophet (PBUH) </li></ul>Needs Assessment + Strategy
  3. 3. PURPOSE <ul><li>Assess needs for judicial education </li></ul><ul><li>Develop Supreme Court strategy </li></ul>Needs Assessment + Strategy
  4. 4. CONTENT <ul><li>Part 1 : Assessment </li></ul><ul><ul><li>1. Methodology </li></ul></ul><ul><li>2. Supreme Court Data </li></ul><ul><li>3. Judges’ Survey </li></ul><ul><li>4. Stakeholder Consultations </li></ul><ul><li>Part 2 : Strategy Proposal </li></ul><ul><li>1 . Strategy </li></ul><ul><li>2. Leadership and governance </li></ul><ul><li>3. Program of continuing judicial education </li></ul><ul><li>Part 3 : Next steps </li></ul>Needs Assessment + Strategy
  5. 5. Part 1 <ul><li>ASSESSMENT </li></ul>Needs Assessment + Strategy
  6. 6. 1.1 METHODOLOGY <ul><li>Appraisal of Supreme Court data </li></ul><ul><li>Judges’ survey of training needs </li></ul><ul><li>Interviews of key stakeholders </li></ul><ul><li>Observations of court performance </li></ul><ul><li>Analysis of prior assessments </li></ul><ul><li>Assessment of prior/current short term trainings </li></ul><ul><li>Stakeholders’ workshop </li></ul>Needs Assessment + Strategy
  7. 7. I.2 SUPREME COURT DATA <ul><li>Judicial population </li></ul><ul><ul><li>1415 judges - 1384 records </li></ul></ul><ul><ul><li>97.3% male </li></ul></ul><ul><ul><li>Average age 47 years </li></ul></ul><ul><ul><li>Average 10.83 years of experience </li></ul></ul><ul><ul><li>58.6 % in primary courts </li></ul></ul>Needs Assessment + Strategy
  8. 8. 1.2 SUPREME COURT DATA <ul><li>Qualifications </li></ul><ul><ul><li>Sharia faculty - 44% </li></ul></ul><ul><ul><li>Law faculty – 11.6% </li></ul></ul><ul><ul><li>Other faculties – 7.7% </li></ul></ul><ul><ul><li>Non-university – 36.6% </li></ul></ul><ul><ul><ul><li>Madrassa – 16.1% </li></ul></ul></ul><ul><ul><ul><li>Primary school - 1% </li></ul></ul></ul><ul><ul><ul><li>12 (level) – 14% </li></ul></ul></ul><ul><ul><ul><li>14 (level) – 5.5% </li></ul></ul></ul><ul><li>Trainings </li></ul><ul><ul><li>Stage – 60.0% of the population </li></ul></ul><ul><ul><li>IDLO IJP </li></ul></ul><ul><ul><li>IDLO CIDA </li></ul></ul><ul><ul><li>MPI </li></ul></ul><ul><ul><li>ISISC </li></ul></ul><ul><ul><li>MSI/Checchi </li></ul></ul><ul><ul><li>Other </li></ul></ul>Needs Assessment + Strategy
  9. 9. I.2 EDUCATION Needs Assessment + Strategy
  10. 10. I.2 APPOINTMENT Needs Assessment + Strategy
  11. 11. I.2 STAGE Needs Assessment + Strategy
  12. 12. I.2 TRAINING Needs Assessment + Strategy
  13. 13. 1.3 JUDGES’ SURVEY <ul><li>Sample: </li></ul><ul><li>157 judges nationally </li></ul><ul><li>11.34% of the judicial population </li></ul><ul><li>8 provinces + 31 courts </li></ul><ul><li>- Representative of total population. </li></ul>Needs Assessment + Strategy
  14. 14. I.3 FINDINGS <ul><li>57% completed stage prior to appointment </li></ul><ul><li>Case frequency </li></ul><ul><ul><li>Criminal 42% </li></ul></ul><ul><ul><li>Civil 37% </li></ul></ul><ul><ul><li>Public security 14% </li></ul></ul><ul><ul><li>Commercial 7% </li></ul></ul><ul><li>54% Sharia graduates 21% non-university </li></ul><ul><li>Work time: 53.35 hours </li></ul><ul><ul><li>Trying cases 41% </li></ul></ul><ul><ul><li>Investigating facts 12% </li></ul></ul><ul><ul><li>Administration 11% </li></ul></ul><ul><ul><li>Consulting colleagues 10% </li></ul></ul><ul><ul><li>Researching law 10% </li></ul></ul><ul><ul><li>Others: 16% </li></ul></ul>Needs Assessment + Strategy
  15. 15. I.3 SUPPORT <ul><li>Insufficient access to laws - 36% </li></ul><ul><li>No access to legal texts - 55% </li></ul><ul><li>Insufficient access to Supreme Court decisions – 83% </li></ul><ul><li>No mentor support – 81% </li></ul>Needs Assessment + Strategy
  16. 16. I.3 REASONS <ul><li>Reasons for participating in training: </li></ul><ul><ul><li>To acquire practical skills </li></ul></ul><ul><ul><li>To acquire knowledge of the law and procedures </li></ul></ul><ul><ul><li>To keep updated with new law and developments </li></ul></ul><ul><ul><li>To find solution to solve day-to-day problems in specific cases </li></ul></ul><ul><ul><li>To develop a sense of professionalism, responsibility and ethics </li></ul></ul><ul><ul><li>To understand the role of judge. </li></ul></ul>Needs Assessment + Strategy
  17. 17. I.3 CONTENT <ul><li>Preferences for content of training: </li></ul><ul><ul><li>Sharia law, and civil law and procedure ( equal ) </li></ul></ul><ul><ul><li>3. Criminal law and procedure </li></ul></ul><ul><ul><li>4. Professional skills </li></ul></ul><ul><ul><li>5. Business law and procedure </li></ul></ul><ul><ul><li>6. Court administration and case management </li></ul></ul><ul><ul><li>7. Judicial role, ethics and conduct. </li></ul></ul>Needs Assessment + Strategy
  18. 18. I.3 LEVEL <ul><li>Judges rank importance of training: </li></ul><ul><ul><li>Pre/post appointment induction (stage) training </li></ul></ul><ul><ul><li>2. In-service continuing update training on recent developments </li></ul></ul><ul><ul><li>3. In-service continuing training through sharing experience </li></ul></ul><ul><ul><li>4. In-service specialization training. </li></ul></ul>Needs Assessment + Strategy
  19. 19. I.3 FACULTY <ul><li>Preferences for presenters: </li></ul><ul><ul><li>Respected judges </li></ul></ul><ul><ul><li>Experts </li></ul></ul><ul><ul><li>University teachers. </li></ul></ul>Needs Assessment + Strategy
  20. 20. I.4 STAKEHOLDER CONSULTATIONS ( Judges, lawyers, legal academic, representatives of civil society and donors ) <ul><li>Ignorance of constitution, substantive law, procedure </li></ul><ul><li>Lack of access to fundamental laws, information </li></ul><ul><li>Lack of understanding of judicial role, process </li></ul><ul><li>Lack of core judicial skills </li></ul><ul><li>Lack of training, and barriers to access </li></ul><ul><li>Limited educational effectiveness of training </li></ul><ul><li>Inappropriate appointments and qualification </li></ul><ul><li>University curricula out of date, requires harmonisation </li></ul><ul><li>Stage curriculum out of date </li></ul><ul><li>Corruption and erosion of ethics </li></ul><ul><li>Judicial inspection, disciplinary procedures ineffective </li></ul>Needs Assessment + Strategy
  21. 21. I.4 STAKEHOLDER CONSULTATIONS <ul><li>Lack of modern comparative Islamic outlook </li></ul><ul><li>Out of date with laws </li></ul><ul><li>Ignorance of human rights </li></ul><ul><li>Lack of leadership, planning, coordination </li></ul><ul><li>Lack of case management systems, judicial administration </li></ul><ul><li>Lack of information management strategy </li></ul><ul><li>Erosion of judicial independence – institutionally, personally </li></ul><ul><li>Barriers of access for women </li></ul><ul><li>Under trained clerks, support staff </li></ul><ul><li>Related needs </li></ul>Needs Assessment + Strategy
  22. 22. I.4 DONOR TRAINING Needs Assessment + Strategy
  23. 23. I.4 DONORS/PROVIDERS <ul><li>Reasons </li></ul><ul><ul><li>To acquire knowledge of the law and procedures </li></ul></ul><ul><ul><li>To acquire practical skills </li></ul></ul><ul><ul><li>To understand the role of judge </li></ul></ul><ul><ul><li>To find solution to solve day-to-day problems in specific cases and To develop a sense of professionalism, responsibility and ethics (equal ranking) </li></ul></ul><ul><ul><li>To keep updated with new law and developments </li></ul></ul><ul><li>Content </li></ul><ul><ul><li>Professional skills </li></ul></ul><ul><ul><li>Criminal law and procedure </li></ul></ul><ul><ul><li>Civil law and procedure </li></ul></ul><ul><ul><li>Sharia </li></ul></ul><ul><ul><li>Court Administration and case management </li></ul></ul><ul><ul><li>Judicial role, ethics and conduct </li></ul></ul><ul><ul><li>Business Law </li></ul></ul>Needs Assessment + Strategy
  24. 24. I.4 DONORS/PROVIDERS <ul><li>Level of training </li></ul><ul><ul><li>Up-date/recent development </li></ul></ul><ul><ul><li>Induction </li></ul></ul><ul><ul><li>Networking/experience </li></ul></ul><ul><ul><li>Specialist </li></ul></ul><ul><li>Usefulness of instructors </li></ul><ul><ul><li>Respected judge </li></ul></ul><ul><ul><li>Experts </li></ul></ul><ul><ul><li>University teacher </li></ul></ul>Needs Assessment + Strategy
  25. 25. I.4 COMPARISON DONORS – JUDGES (Survey sample) Needs Assessment + Strategy
  26. 26. I.4 PRINCIPAL FINDINGS <ul><li>Significant minority of judges (36.6%) not completed any university education in Sharia or law </li></ul><ul><li>Significant minority of judges (40.0%) not completed any systematic practical stage training </li></ul><ul><li>System-wide lack of fundamental judicial competencies in legal knowledge, judicial skills and conduct/outlook </li></ul><ul><li>Grave concerns about judicial corruption, and the lack of professional standards and disciplinary procedures </li></ul><ul><li>These foundational deficiencies have </li></ul><ul><ul><li>de-professionalized the judiciary </li></ul></ul><ul><ul><li>eroded public confidence in the courts </li></ul></ul><ul><ul><li>require a major integrated strategic response which significantly exceeds existing short term training endeavours. </li></ul></ul>Needs Assessment + Strategy
  27. 27. Needs Assessment + Strategy
  28. 28. SUPREME COURT OF AFGHANISTAN <ul><li>JUDICIAL EDUCATION </li></ul><ul><li>Needs Assessment </li></ul><ul><li>and </li></ul><ul><li>Strategy Proposal </li></ul>Needs Assessment + Strategy
  29. 29. Part 2 <ul><li>STRATEGY PROPOSAL </li></ul>Needs Assessment + Strategy
  30. 30. 2.1 STRATEGY FRAMEWORK <ul><li>GOAL </li></ul><ul><li>Ensure equal, fair and transparent access to justice for the people of Afghanistan </li></ul><ul><li>MISSION </li></ul><ul><li>Build the capacity and performance of the courts to administer justice by developing the professional competence of judges through training and related support </li></ul>Needs Assessment + Strategy
  31. 31. 2.1 DUAL STRATEGIES <ul><li>Short term: current ‘Emergency’ stop-gap training for existing judges </li></ul><ul><li>Long term: immediate - year 5 Renew, modernise judiciary Restore professional foundations/standards </li></ul><ul><ul><ul><li>Appointment criteria, procedure </li></ul></ul></ul><ul><ul><ul><li>Qualification standards – university/stage curricula </li></ul></ul></ul><ul><ul><ul><li>Continuing judicial training </li></ul></ul></ul><ul><ul><ul><li>Monitor performance </li></ul></ul></ul><ul><ul><ul><li>Administer discipline </li></ul></ul></ul>Needs Assessment + Strategy
  32. 32. 2.1 OBJECTIVES <ul><li>Address major identified needs: </li></ul><ul><ul><li>Appointment standards, criteria </li></ul></ul><ul><ul><li>University education </li></ul></ul><ul><ul><li>Stage induction training </li></ul></ul><ul><ul><li>Improve competence </li></ul></ul><ul><ul><ul><li>Knowledge, skills, outlook </li></ul></ul></ul><ul><ul><li>Monitor performance, discipline </li></ul></ul>Needs Assessment + Strategy
  33. 33. 2.2 LEADERSHIP & GOVERNANCE <ul><li>Imperative for judicial independence </li></ul><ul><li>Judicial leadership </li></ul><ul><li>Court ownership </li></ul><ul><li>Institutionalisation of process </li></ul>Need
  34. 34. 2.2 KEY ACTORS <ul><li>Chief Justice </li></ul><ul><li>Supreme Council of Judges </li></ul><ul><li>Judicial Education & Training Committee </li></ul><ul><li>General Administrator of the Judiciary </li></ul><ul><li>Inspector-General </li></ul><ul><li>National membership of judges </li></ul><ul><li>Community representation </li></ul>Needs Assessment + Strategy
  35. 35. 2.2 EDUCATION COMMITTEE & FACULTY OF TRAINERS <ul><li>Select cadre of respected Afghan judges </li></ul><ul><li>Define mandate/role(s) </li></ul><ul><ul><li>Stage, continuing judicial training </li></ul></ul><ul><li>Allocate budget </li></ul><ul><li>Administrative support </li></ul><ul><ul><li>Conferences, publications </li></ul></ul><ul><li>Faculty training </li></ul><ul><ul><li>Program management, pedagogy </li></ul></ul>Needs Assessment + Strategy
  36. 36. 2.2 STANDARD-SETTING & IMPLEMENTATION <ul><li>Appointment standards + practice </li></ul><ul><li>Qualification requirements > 5 years </li></ul><ul><li>Stage – selection + examination > 2 years </li></ul><ul><li>Performance monitoring + review criteria </li></ul><ul><li>Promotion and incentives </li></ul><ul><li>Disciplinary framework </li></ul>Needs Assessment + Strategy
  37. 37. 2.3 CONTINUING JUDICIAL EDUCATION PROGRAM <ul><ul><li>Objective </li></ul></ul><ul><ul><li>To improve legal knowledge, professional skills and judicial outlook of judges in service </li></ul></ul><ul><ul><li>Methods </li></ul></ul><ul><ul><ul><li>Conferences, courses, seminars, workshops </li></ul></ul></ul><ul><ul><ul><ul><li>curricula of core subjects: knowledge, skills, values </li></ul></ul></ul></ul><ul><ul><ul><li>Study tours </li></ul></ul></ul><ul><ul><ul><li>On-the-job mentoring </li></ul></ul></ul><ul><ul><ul><li>Publications and materials </li></ul></ul></ul><ul><ul><ul><ul><li>Benchbooks, manuals, digests, journals </li></ul></ul></ul></ul>Needs Assessment + Strategy
  38. 38. 2.3 PROGRAM MANAGEMENT <ul><li>Strategy </li></ul><ul><li>Needs </li></ul><ul><li>Services </li></ul><ul><li>Curriculum </li></ul><ul><li>Faculty </li></ul><ul><li>Evaluation </li></ul>Needs Assessment + Strategy
  39. 39. 2.3 CURRICULUM - What is it? <ul><li>A curriculum provides the framework to help the Supreme Court to address training needs by planning what is to be taught, to whom and why . </li></ul><ul><li>It requires decisions to be made by the court about the subject matter, the relationship between segments of knowledge, skills and abilities, and their organization and sequence. It also offers a plan of the proposed learning outcomes and the means of reaching them. </li></ul>Needs Assessment + Strategy
  40. 40. 2.3 JUDICIAL TRAINING CONTENT INVENTORY <ul><li>Sharia, substantive law, court procedure </li></ul><ul><ul><li>To be assessed depending on the prior training, experience and duties of judges </li></ul></ul><ul><ul><li>Criminal law and procedure </li></ul></ul><ul><ul><li>Civil law and procedure </li></ul></ul><ul><li>Judicial skills </li></ul><ul><ul><li>how to conduct a hearing trial </li></ul></ul><ul><ul><li>control of courtroom </li></ul></ul><ul><ul><li>note-taking </li></ul></ul><ul><ul><li>legal research </li></ul></ul><ul><ul><li>admitting evidence </li></ul></ul><ul><ul><li>statutory interpretation </li></ul></ul><ul><ul><li>judgment writing and giving reasons </li></ul></ul><ul><ul><li>principled and uniform sentencing </li></ul></ul><ul><ul><li>administering natural justice, due process and fair trial </li></ul></ul><ul><ul><li>protecting human rights and civil liberties </li></ul></ul><ul><ul><li>resolving disputes and alternative dispute resolution (ADR) </li></ul></ul><ul><li>Generic skills </li></ul><ul><ul><li>Communication skills – written and oral </li></ul></ul><ul><ul><li>Time management </li></ul></ul><ul><ul><li>Computer skills </li></ul></ul><ul><ul><li>Coaching and mentoring </li></ul></ul><ul><li>Judicial management </li></ul><ul><ul><li>case management </li></ul></ul><ul><ul><li>administering courts: filings, fixtures, hearing lists </li></ul></ul><ul><ul><li>record management </li></ul></ul><ul><ul><li>registry management and practice </li></ul></ul><ul><ul><li>team leadership between judicial and court officers </li></ul></ul><ul><ul><li>judicial information technology and computer skills </li></ul></ul><ul><ul><li>managing complex litigation and commercial disputes </li></ul></ul><ul><li>Judicial disposition – social context - outlook, attitude and values </li></ul><ul><ul><li>judicial role, powers and responsibilities </li></ul></ul><ul><ul><li>judicial independence, impartiality, integrity and outlook </li></ul></ul><ul><ul><li>judicial review </li></ul></ul><ul><ul><li>judicial conduct and ethics </li></ul></ul><ul><ul><li>gender/race equality </li></ul></ul><ul><li>Inter-disciplinary </li></ul><ul><ul><li>To be assessed depending on the prior training, experience and duties of judges </li></ul></ul><ul><ul><li>Forensic scientific evidence: psychiatry and pathology – in criminal prosecutions </li></ul></ul><ul><ul><li>Financial accounting – in complex commercial disputes </li></ul></ul><ul><ul><li>Medico-legal fundamentals – in injury cases. </li></ul></ul>Needs Assessment + Strategy
  41. 41. 2.3 CURRICULUM MATRIX Needs Assessment + Strategy CONTENT PITCH SHARIA, SUBSTANTIVE LAW COURT PROCEDURE JUDICIAL SKILLS ETHICS & CONDUCT INTER DISCIPLINARY INDUCTION ORIENTATION UPDATE CHANGE NETWORKING PROBLEM SOLVING SPECIALIST ADVANCED REFRESHER
  42. 42. 2.3 GUIDELINES <ul><li>Improve competence and performance </li></ul><ul><li>Focus on practicality and relevance </li></ul><ul><li>Build knowledge, skills and values </li></ul><ul><ul><li>it’s not just lecturing new judges on law </li></ul></ul><ul><li>Facilitate self-directed learning, peer-based reflection </li></ul><ul><li>Active problem-solving process - workshops </li></ul>Needs Assessment + Strategy
  43. 43. 3. NEXT STEPS - PRIORITY ACTIVITIES <ul><li>Supreme Court - Leadership </li></ul><ul><ul><li>Settle and endorse strategy </li></ul></ul><ul><ul><li>Mandate Education & Training Committee to commence development of program </li></ul></ul><ul><ul><li>Establish Faculty + conduct training-of-trainers (ToT) </li></ul></ul><ul><ul><li>Develop core curricula of training courses: </li></ul></ul><ul><ul><ul><li>Substantive law + procedure </li></ul></ul></ul><ul><ul><ul><li>Judicial skills </li></ul></ul></ul><ul><ul><ul><li>Judicial role, process, values, ethics </li></ul></ul></ul><ul><ul><li>Establish publications unit </li></ul></ul><ul><ul><li>Develop and conduct regional training </li></ul></ul><ul><li>Donors - Support </li></ul><ul><ul><li>Review support strategies and resources. </li></ul></ul><ul><li>Partnership of Supreme Court leadership and donor support. </li></ul>Needs Assessment + Strategy
  44. 44. Needs Assessment + Strategy

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