17. (b) – Basic training in only the most fundamental areas and key concepts for support staff; 17. (c) The largely practical and pragmatic orientation of adult trainees who are professionals should be reflected in the education and training methods adopted. This means: 17. (b) – Creating the opportunity to translate ideas and concepts into practice; 17. (b) – Enabling participants to focus on real problems of their profession; 17. (b) – Responding to issues of immediate concern to participants raised by them during the programme. C. The participatory method 18. For maximum effect, a few basic principles should be kept in mind in applying the participatory training method described below. Recall the 13 elements of the OHCHR approach to training, detailed in section 1 of this Introduction, “Human Rights Training Methodology”, above: 17. (b) – Collegial presentations; 17. (b) – Training the trainers; 17. (b) – Interactive pedagogical techniques; 17. (b) – Audience specificity; 17. (b) – A practical approach; 17. (b) – Comprehensive presentation of standards; 17. (b) – Teaching to sensitize; 17. (b) – Flexibility of design and application; 17. (b) – Competence-based; 17. (b) – Evaluation tools; 17. (b) – The role of self-esteem; 17. (b) – Linkage to organizational policy; 17. (b) – Planned follow-up. 19. This method requires an approach which is interactive, flexible, relevant and varied, as described below: Interactive – This programme implies the use of a participatory, interactive training methodology. Adult trainees most readily absorb human rights course material when they are not “spoonfed” the information. Rather, for effective training, they should be fully involved in the process. As practitioners, the trainees will bring to the course a rich pool of experience, which must be actively drawn on to make an interesting and effective course. Flexible – Contrary to certain myths associated with adult training, it is not advisable to adopt a “military” approach, in an attempt to force trainees to 10