own attitudes or behaviour can be valuable. Similarly, the special import of particular standards as they apply to women, for example, is not always obvious. Trainees should be made to understand that, for example, the term “degrading treatment”, as found in various international instruments, may imply different activities and thresholds when applied to women as compared to men, or to one cultural group as opposed to another. H. Flexibility of design and application 9. To be universally useful, training courses must be designed in such a way as to facilitate their flexible use, without imposing a single rigid focus or approach on trainers. Courses must be adaptable to the particular cultural, educational, regional and experiential needs and realities of a diverse range of potential audiences within the target group. Accordingly, course materials should not be intended to be read verbatim to trainees. Trainers should create their own targeted presentation notes and materials, based on the content of prepared materials and the particular realities on the ground. Training should be constructed in self-contained modules, allowing appropriate selection and tailoring according to particular needs and objectives. I. Competence-based 10. Training courses should result in improved competence in the relevant field. Unlike briefings and seminars, training courses should be designed around learning objectives, and all trainees should be required to demonstrate competence throughout the course in assigned exercises, and to undergo testing (in the form of a written examination) both before, and upon completion of, the course. Comparison of pre- and post-course test results, together with careful attention during course presentations by participants, provides a concrete measure for evaluating improved competence. J. Evaluation tools 11. Training courses must include pre- and post-training evaluative exercises, such as testing questionnaires, which serve three crucial purposes. Pre-course questionnaires, when properly utilized, allow a trainer to tailor his or her course to the particular educational needs of the audience. Post-course questionnaires and evaluation sessions will both allow trainees to gauge what they have learned and assist trainers in the continuous (crucial) modification and improvement of courses and materials. K. The role of self-esteem 12. The importance of appropriate regard for the self-esteem of adult trainees cannot be overemphasized. Professionals will bring to the classroom their own professional expertise and practical experience, which should be acknowledged and can be tapped for the benefit of the course. The extent to which the trainer does so will largely determine the trainee’s reaction to the training exercise. Obviously, participants will not respond well to instruction which is seen as “spoonfeeding”; nor will a “schoolteacher” 7