Democracy doesn’t flow from a barrel of a gun but through respecting the will of the people. Chris Patten delivered this verdict in 2003, at the moment when the "democracy-promotion" agenda was about to be plunged into a geopolitical abyss by the United States-led invasion of Iraq. It proved a prescient challenge to the dominant way that the agenda had come to be pursued.
Patten, a former British government minister and the governor of Hong Kong, was at the time the European Union's commissioner for external relations. He went on to call on western leaders to abandon expediency as a foreign policy ("propping up pro-western strongmen for fear that what might replace them would be substantially worse"), and to practice democracy-promotion by making actions match rhetoric.
The message went unheeded in Europe as elsewhere. Europe continued for the rest of the decade to support autocratic leaders in its southern neighborhood, to the detriment of democracy and of local human rights-activists working to bring about change in their societies.
Thus, when the Arab uprisings began in late 2010 and early 2011, this explosion of "people power" owed nothing to international support. This was more than just a wake-up call to the European Union—it put the union on the wrong side of history. Throughout 2011, as the uprisings evolved, international actors rushed to catch up by offering a swathe of proposals to support the emerging Arab civil society. Such belated efforts to prove that these actors are now genuinely listening to local demands and backing local agents of change are inevitably shadowed by what came before.
Can Europe now fully learn the lessons of the last decade about the genuine way that democracy is promoted?
A Releasing Agent
An indication of how Europe might try came in December 2011 when European Union foreign ministers—with the encouragement of the Polish presidency of the union, then in the last weeks of its six-month term—discussed plans to establish a European Endowment for Democracy (EED). Such a body, if funded at even modest levels appropriate to its ambitions (up to around €30 million a year), could provide vital support for those engaged in civic activism. This could become part of a flexible strategy to foster democratic change without the stifling restrictions connected to "normal" EU assistance.
But how will this endowment add value to existing funding instruments at a time of economic upheaval? This has been the proper focus of debates among EU member-states on the issue so far. Most experts recognize that potential partners in need of support, but which don’t have the resources to jump through the administrative hoops associated with current EU programs, will welcome the possibilities of a more more flexible approach. A fresh mandate for the endowment would also make it compatible with existing instruments, in particular the need to preserve funding for core human-rights work under the European Instrument for Democracy and Human Rights (EIDHR).
The EED concept is not new to Brussels, but the increased level of discussion reflects the fact that, in the wake the Arab uprisings, democratization has undergone a swift rehabilitation among EU policy-makers. It must be recognized, however, that participants in the transition from authoritarian rule in north Africa and elsewhere in the Arab region have good reason to be wary of outside intervention in all forms, and wish themselves to set the terms of engagement. The endowment will thus need to make room for a range of civil-society actors—many of them little understood by EU delegations in-country, let alone in Brussels—to take the lead in creating the form and agenda of EU assistance in this delicate area. In short, EU support must not come at the cost of local legitimacy.
A readiness to allow initiatives to come from the ground up, and offering a permanent, open cycle of support—rather than issuing calls for proposals cooked up by the European commission bureaucracy—would be a first crucial step in reversing established EU practices.
Who would benefit from the European Endowment for Democracy? Both past and current relevant experience—from Poland's Solidarity movement to the activist-bloggers of Tahrir Square—suggests that the most significant voices for change come from outside the dominant political parties. So initially, the endowment could make itself available to a variety of non-governmental actors unable to benefit under the criteria of the EIDHR.
The recipients could range from those with democracy aspirations in a different gear to national agendas (often these might be leading, but unregistered, NGOs), who might be awarded fellowships/placements in Brussels or member-states; media workers, and members of the diaspora with an explicit aim of improving participatory democracy in their country of origin; and adherents of political parties or think-tanks who support nascent democratic structures. Any support to political parties must, however, avoid ideological allegiances (real or imagined) and be non-discriminatory, supporting the overall growth of democratic systems and democratic culture rather than "backing winners."
A Bottom-Up Strategy
The EED, if it is to be effective, flexible and impartial in its decision-making and delivery, will need to function as a nimble and light nongovernmental entity, at some distance from Europe's institutions yet with the member-states' buy-in. The board will need to establish ground-rules to manage the higher levels of risk, and each proposal will require assessment based on individual contextual merit rather than a predefined set of global criteria. There will also need to be program officers with detailed regional knowledge who can invest in relationships and take necessary risks, and account for them to an executive committee. They will thus have greater leeway than grants officers working in delegations under the EU diplomatic banner.
A strategic board composed of former officials as well as civil-society representatives and member-state human-rights officials would provide fresh thinking and oversight. A rotating structure would help ensure greater transparency of decision-making, shared ownership, and the avoidance of conflicts of interest or capture of funding by "donor darlings" (well-performing favorites of multiple donors).
The endowment also offers an opportunity to test a bottom-up funding strategy. In the context of Europe's current financial troubles, cost is a major feature of any current debate among the member-states. Yet where the endowment is concerned, it is the targeting and flexibility of funds rather than their modest amounts (€20-€30 million from multiple donors, including member-states). In any case, actors are much better able to absorb and convert smaller grants into real activities than large sums. When coupled with procedures light enough not to distract resource- and time-constrained beneficiaries from their qualitative goals, this will equate to effective and efficient use of funds.
The broader idea that should guide the European Endowment for Democracy is to understand the risks being taken by those struggling to make a difference in closed countries or grappling with fast-moving transitions, and to seek to empower them in their efforts to foster change. The European Union should neither further clip their wings nor dictate a direction of flight but allow them—partners and agencies alike—the freedom to take the initiative. As Chris Patten suggested in 2003, if we truly believe that democracy is a universal aspiration then we need to treat it like one. This means having the confidence to give it space to develop and to focus resources that let it grow from the ground up.
Training the Trainer 101
T&D June 1, 2008 | Merrill, Sharon Strengthen learning by getting the most out of your newfound presenters. By Sharon Merrill When you're sitting in the audience listening to a subject matter expert, it's easy for your mind to suddenly wander to your grocery list, your child's play, or that new iPod-anything but the topic before you.
Even when a training session covers an important topic, is well organized, and is led by an expert, its delivery can be as dry as toast.
Not everyone who is asked to deliver training is a trainer, and yet, many are called on to act in that capacity. We all know someone who attended a class and was told to "come back and teach it to us," as though magically that person would become skilled and comfortable in their newfound role of trainer.
Frequently, the individual responsible for leading a training session is unaware of adult learning theory, or ways to increase interest, enhance retention, and emphasize the applicability of course material. The newly appointed trainer may have never designed a curriculum or may tend to struggle with visual aids, yet we entrust them to the learner to facilitate, instruct, and teach. here adult learning theory
A train-the-trainer class is beneficial whether one has presented on several occasions or lacks the skills and knowledge needed for an effective presentation. The instructional systems design model is based on the U.S. Navy's integrated approach to training (upon which I have expanded to include classroom management). It demonstrates in six modules what a train-the-trainer course should integrate into the learning experience. Each area within the instructional systems design model contributes to the learners' ability to receive, retain, and apply information.
The needs analysis assesses the aptitude of the learner and determines specific information required for him to perform his job. The needs analysis identifies what the learner already knows and the skills that are needed to enhance work performance. It is important for a trainer to be able to answer these questions because they will assist him in identifying where knowledge gaps are and how they can be addressed.
An analysis can be assessed in a variety of ways, including direct observation, questionnaires, consultation with persons in key positions, interviews, focus groups, surveys, tests, and work samples. Once it is determined that a need exists, the trainer must determine what the learning objectives will be. Learning objectives describe the intended result of the instruction, the conditions under which performance should take place, and how well the learner must perform.
To enhance effectiveness, the trainer should also assess the level of experience that the learner has in his field, his tenure with the organization, and any related skills or knowledge he possess.
Instructional design defines how a program is constructed to meet the needs of the learner. The learning professional has to be able to design an effective approach for the learner and respect that each learner's needs are different.
Design determines the content of the lesson and what the learner needs to know or do. An effective design includes a specific plan, with timeframes mat allow the trainer to meet the needs of the organization and the individual learner.
The design should have an opening, which could include an icebreaker, introductions, an agenda, and a list of objectives. This should be followed by an explanation to the participant of what they he is going to learn-this involves giving the big picture first, then moving from general ideas to more specific ones. Adult learning theory suggests that adults learn best from the most fundamental concepts to the most complex. The learning professional should never give everything at once, as it can be overwhelming for the learner.
Instruction delivery reflects the presentation skills of the learning professional and how the information is delivered. When the learning professional is designing the presentation, he should be mindful of how the learner will retain the information. For one, the generation of the learner is an important consideration for the trainer. Do they like the bells and whistles of slide presentations or do they find them to be distracting or a turn-off to learning?
In delivering the presentation, the trainer should always prepare the learner for what he will be learning. Studies have shown that it takes three times for information to actually stick. Tell the learner what he is are going to learn; explain why the task is important; explain when and where the task is performed; and always define any terms, abbreviations, and acronyms that will be used, even if the learner is already perhaps familiar with them.
Information is more meaningful when * a demonstration is provided * critical areas are identified * specific features are pointed out * examples are given * nonapplicable examples and common errors or trouble spots are identified.
Have the learner practice in small steps first, and then perform the entire task. Correct errors if necessary, get the learner involved, and follow up with immediate feedback. Encourage questions and check for understanding by asking questions such as, "Why would this be important to know?" and "What do you think this means?" Offer examples in the form of real experiences to clarify a point, and identify and label important information.
There are a variety of instructional methods used to deliver information, and each has its own purpose.
The learning professional should determine when to use role play, lecturettes, lectures, case studies, and demonstrations. The instructional methodology must be appropriate for the information being presented, and at the same time, meet the learning style of the learner.
The trainer wants to ensure that the methodology used will be successful in transferring knowledge effectively. Demonstration and direct instruction are designed to assist the learner in retaining concepts and skills. case studies are used to develop analytic and problem-solving skills. Mini lectures and discussions work best when time is limited, and both increase the learner's interpersonal skills. in our site adult learning theory
Small-group discussion allows for greater participation, and learners often feel more comfortable. Ultimately, with each method, real situations should be practiced as much as possible. Deciding which method to use will depend on the learners and how they apply the information provided. One effective method of instruction is role play; however, very few people are comfortable with role play.
To help reduce anxiety about role playing, trainers can schedule the role play for later in the day or later on in the program; ask for volunteers ahead of time; provide a full explanation of the purpose and outcomes of the role play; and if appropriate, let participants develop their own situations.
Effective classroom management allows trainers to present material in a professional manner. Activities that occur in the classroom include creating introducing and closing material, setting the tone in the classroom, affirming the importance of energy boosters and breaks, anticipating and generating questions, pacing the material, and managing the various personalities of the participants.
Trainers should set the tone at the beginning of the class while the material is being introduced and the logistics shared. Participants can then be asked to place cell phones on vibrate, and to avoid sidebar conversations. Remind them that no questions are silly and to respect all learners.
The trainer can gauge the learner's perception of the program throughout the presentation. The learner's body language may be open or closed; clues such as folded arms or lack of attention are additional signs. If participants are asking questions or relating experiences, this is an indication of interest and engagement.
Anticipate some of the questions that learners may have, involve the learner when questions are asked, and return the question back to the class. By so doing, trainers are testing their knowledge while simultaneously responding to the question.
Another key for trainers is to be honest If the answer to a question is not known, encourage trainers to let the learner know that they will get back to him. Faster learners can assist slower learners.
Managing the classroom can be a daunting task, especially if the learners do not want to be there. Trainers should remember to never argue with participants and to keep the lesson moving toward its objectives. There might be someone who is constantly talking. The best way for a trainer to address this behavior is to ask that individual direct questions and stand near her.
Other common personalities include the naysayer-one who readily dismisses opinions of others. The best way for trainers to address this behavior is to cite facts or typical experiences of others. An appropriate response might begin, "I appreciate your experience. Studies show that... " Regarding individuals who engage in sidebar conversations, trainers can include them in the conversation, asking questions along the lines of, "Is there something you'd like to share with the class?" Trainers should be sure to think about what they would do if the equipment were to malfunction, if the materials for the class did not arrive on time, or if some of the required materials weren't available.
Evaluation is an effective way of providing objective feedback to the learning professional. It is a way to determine whether you have accomplished what you set out to do and if the learner received the knowledge and skills he needed. In addition, this tool is a guide to assist learning professionals with future planning and next steps.
The trainer has a significant effect on the organization's cost savings. Therefore, when the novice trainer has received training herself, she is more comfortable, better prepared, and more knowledgeable about herself and the material.
Ultimately, a learning organization should ensure that each person given the marching orders to "come back and teach" will be well equipped to do so.
[Sidebar] A train-the-trainer class is beneficial whether one has presented on several occasions or lacks the skills and knowledge needed for an effective presentation.
[Sidebar] Learning 101 Anticipate some of the questions that learners may have, involve the learner when questions are asked, and return the question back to the class. By so doing, trainers are testing their knowledge while simultaneously responding to the question.
[Author Affiliation] Sharon Merrill is a training and development specialist for the DuPage County Health Department; smerrill@dupagehealth.org.
Dear Jacqueline,
I found your articles really interesting and especially up to date with the recent developments in the EU ambivalent attitude towards Arab World with its brand-new Revolutions. The European Endowment for Democracy proposal is a very good idea to help the SC to build up its capacity and develop independently from the governmental funding and interests. However, even though the idea comes late, an additional obstacle is the fact that those involved today in CS activity are often inter-mingled with the those who work for government in these kind of societies in transition. Actually, they are the same elites, split up between pro and "anti" governments; very often one member of a family works for government and another one for CS (NGO). It is today a way of family survival with differentiation of revenues. I do not really see how the new idea of setting up a EEforD could help bypass these qualitative difficulties in the agents that operate with the "democratic portfolio" assets.
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Dear Jacqueline,
I found your articles really interesting and especially up to date with the recent developments in the EU ambivalent attitude towards Arab World with its brand-new Revolutions. The European Endowment for Democracy proposal is a very good idea to help the SC to build up its capacity and develop independently from the governmental funding and interests. However, even though the idea comes late, an additional obstacle is the fact that those involved today in CS activity are often inter-mingled with the those who work for government in these kind of societies in transition. Actually, they are the same elites, split up between pro and "anti" governments; very often one member of a family works for government and another one for CS (NGO). It is today a way of family survival with differentiation of revenues. I do not really see how the new idea of setting up a EEforD could help bypass these qualitative difficulties in the agents that operate with the "democratic portfolio" assets.