He began by discussing some of the most pressing issues facing South Asian justice systems. Hasan referred to the work of SAILS, which is concerned about what kind of initiatives can improve access to justice and the legal empowerment of the poor in South Asia.
Methodology
Conceptual Underpinnings
Insights from the Group
The idea behind introducing physical work is whether learning should always be a stressful experience. And for the same, increased body awareness is essential to the role of coach, especially since the coach must use his body and its parts extensively to be an effective coach. The techniques used during bodywork included shavasan and touching one's own body to be aware of its different parts.
The participants were divided into four groups, and each group was given the responsibility of reporting on the previous day's sessions. The reporting group is a method to develop the group's ability to critique training sessions, set quality benchmarks in the reporting and assess how much the group has internalized from the previous day's sessions. It also allows the participants to take the stage in the role of trainer from the very beginning, conduct a session and practice methods that they learned the previous day.
Insights from Reporting Group I
It is also an opportunity to reflect on the applied methodologies and design principles that are part of the session.
Insights from the Trainers
They emphasized that the resistance of a part of the group to be interactive with the reporting group reflects power dynamics in the group. The rest of the group was forced to be accountable by the reporting group and so it resisted the same. Most of the participants said they felt insulted, hurt, insecure and discriminated against in the way the coach evaluated their first practice.
Most of the questions the participants asked came from their own context and projected them onto the theme person. The trainers explained the logic behind performing the match exercise in the context of the difference between training and teaching. Here, the participants were expected to participate in the training program as a target group.
Inputs from Trainers
Integrated learning experience in the application of law The methodology builds an understanding of alternative legal education by breaking the traditional design of law education, building an understanding of the law through its application. It also builds a three-level design session by integrating perspectives, skills, and information into a single learning experience. The session combined input sessions (on information and perspective) with experiential learning through various assignments and activities.
By combining perspective, information and skills, this method ensures that participants do not receive a theoretical education in law, but a more practice-oriented education that can help them in their specific roles as educators. Double Loop The idea of the session is also a double loop learning, where the participants are not only involved in the activities, but are also trained in how to design the same.
Insights from Trainers
He began by referring to the provisions of the Constitution of Bangladesh which provide for legal aid. He explained the historical events that led to the enactment of the Legal Aid Services Act, 2000, from 1994 when the Government first took a decision to form the national level legal aid committee. It was the unsuccessful work of these committees that led to pressure on civil society and the government passed the Legal Aid Services Act in 2000.
He then informed the participants that in 2013 the legal aid provided by the government in the country had been expanded and that the area of legal aid had also been expanded. She emphasized the role of paralegals and said that paralegals have to make a journey from justice to procedures to access justice and not mix legal aid with access to justice. Legal aid is really only one element in the relationship between access to justice and development.
Feedback Given to Groups by Trainers
Participants were divided into subgroups on a random basis and asked to analyze the sessions of the last two and a half days on the basis of parameters (mentioned below) and present the same to the entire group. Each subgroup was asked to prepare a presentation on the sessions covered in one half of a day. The subgroups were also given feedback on their presentations by the trainers who at the same time developed an understanding of design principles.
The methodology was one of dual learning where one reconstructs one's experiences of being coached, reflects on what happened, why it happened, and assesses how much of the training was absorbed by the group. Reference to Freire's chapter 2 was given to the group to understand how to prepare units of engagement to produce learning tools to work within a generative theme. Faustina Pereira, although she was scheduled to give a lecture, used the space to showcase her training style.
Insights of the Trainers
The activities were aimed at building trust between participants and increasing intimacy through touch. The techniques were aimed at focusing on the interpersonal at the meta-level and building trust, sensitivity and non-verbal communication skills. The reading hour was originally conceived as an integral part of every morning session. However, this session was abandoned most of the days as the participants were not enthusiastic about the same.
The reporting group also ensured that the group was jointly preparing a knowledge document by recording the sessions; breaking down country identities and bringing people together to ensure a more assimilated and inclusive working group; and the introduction of everyone's own learning and training styles through the presentations. The trainers provided input on the philosophy of Paulo Freire in his book “The Pedagogy of the Oppressed”. This was followed by an open question to the group about the difference between humans and animals: common answers were that humans are intelligent, humans can imagine, humans can see themselves and are aware of how we act, humans can create things while animals cannot, Reflectivity, self-awareness, man can build his future.
Insights from the Trainers
The objective of the session was to explain Freire's philosophy so that participants could develop a perspective on training and education. Referring to the importance of words, he said that groups of people name something with the word and construct a meaning for it. However, the Western model imposes the truth on you and you will be prosecuted if you do not accept it as truth.
An online edition of Paulo Freire's "Pedagogy of the Oppressed" can be found at https://libcom.org/files/FreirePedagogyoftheOppressed.pdf. The trainers provided input on the application of Freire's philosophy to the practice of paralegal training by sharing experiences. Input was aimed at developing an understanding of how to apply Freire to the topic of paralegal training and legal education, demonstrating the practice of perspective and practice, and understanding the difference between an integrated holistic understanding of the law rather than a pedantic approach.
Inputs by the Trainers
Therefore, training in this context is based on finding the set of words based on history, incidents and situations, and exploring them with the learner through dialogue. She shared another example of working with paralegals where one of the paralegals they worked with couldn't even pronounce her name on a forum like this. Furthermore, there is a difference between reading the law and knowing the law; and between the law we are taught and the way it should be applied.
In each round, each group would be a coach group and all other groups as peers. Each group will need to frame and present the following questions along with a 15 minute session design based on. Each group would use different techniques to explain fundamental rights in the context of India and design 15-minute sessions on the same.
Methodology-II
But she was mentally and physically strong enough to pick up a dead body and keep it in the police van. Nupur such a shift is only possible when we bring a person in touch with their own strengths and challenge them to overcome their own perceptions and weaknesses. In another example, she mentioned a time when in a group of thirty lawyers they had some very bright individuals, but who were not willing to negotiate their individual freedom.
It became a big challenge to ensure their participation in the training sessions as they did not enjoy the sessions. To address this situation, they asked for feedback and came up with different ways of working in their own individual contexts. Further, it is important to keep in mind the optimal information required that the person can use to apply information in the field.
Inputs by Trainers
Insights by Trainers
10 different participants read ten tips for new trainers to convert people to the workshop topic. The methodology is that of double learning, as the participants will consolidate all the sessions throughout the duration of the training by designing a training session of their own and presenting it to the group. There was a panel of reviewers for each presenting group who also submitted their assessment along with the coaches.
Participants were expected to apply the knowledge gained over the five days in their training plans and presentations. The purpose of the session was to prepare the participants for re-entering their world with a module through a thorough trial. of an exercise resulting in a take-home product.
Collective Feedback of Trainers to the Groups
Sometimes when some participants are loud, the trainer focuses on them, this should not happen, everyone is your listener.
Inputs by Trainers on Trainer Interventions
