Menu of training

The Scottish Government has provided a Children’s Rights Skills and Knowledge Framework to provide access to resources and training on children’s rights and on taking a children’s human rights approach. It is a flexible and adaptable resource that can be used across a wide range of sectors, supporting users to implement a children’s human rights approach.

A Training Plan has also been developed, to support learning and development leads to design specific training for different staff in their organisation.

However, Scottish Government recognise that not all public authorities will have specialist learning and development staff. Furthermore, some workers have very limited time for training and may not have access to digital equipment. Therefore, Scottish Government have developed a suggested menu of training for use across different roles.

Scottish Government would recommend that, if possible, individual workers follow up these training sessions by using the sections of the Framework most relevant to their role.

Icon of a person standing behind a desk in front of a training slide and checklist, with an audience in front of them.

Training options

This section includes different options for training, depending on the time and equipment available to you and the staff in your organisation.

Depending on the knowledge level of staff, you may wish to share the first set of reflective questions in Annex E before using any of the options, to get a baseline indication of their understanding and to support them to plan and get the best from their learning.

1) Briefing introductory session for staff with limited time for training, when audio visual equipment is available

This option be useful for an organisation with staff who may have very limited time for training, for example, manual workers in local authorities, cleaners or bus drivers.

It will provide a brief introduction to children’s rights and can be used in an all-staff meeting:

Step 1) Share a video on Children’s Rights and the UNCRC in Scotland: An exploration of rights in our communities (5.38 minutes) or a video on a children’s human rights approach (3.42 minutes)

A script to introduce either of these videos at a meeting is provided at Annex A.

Step 2) Follow up with a brief discussion on how children’s rights relate to staff roles. This might provide some insight on any future training that would be useful for this group. For staff in roles that they might not immediately associate with children’s rights, you could share a story of good practice, such as a rights-based approach to waste management in the Highlands.

Step 3) Encourage staff to reflect on this learning by using Annex E .

Time required: 10-15 minutes

Preparation required: The meeting leader should consider examples in advance to support a discussion on how children’s rights relate to the roles of different staff in the room.

Resources required: A suitable, accessible space and audio visual equipment that supports staff to see and hear clearly.

2) A one page brief introductory document for staff with limited time for training

Step 1) The document at Annex B can be printed and handed out to staff who cannot access digital training.

Step 2) Encourage staff to reflect on this learning by using Annex E .

Time required: Time to explain to staff what the document is, when it is shared with them. This might be in a team meeting or individually. After the staff member has read the document, a short follow up reflection discussion with a manager will be helpful.

Preparation required: None.

Resources required: A printer and paper.

3) 30 minute individual session online

Step 1) If you have half an hour to do some online training on children’s rights, we recommend that you sign up and complete the children’s rights e-learning on TURAS or start with this guide for the public sector in Scotland on Understanding Children's Human Rights.

Step 2) Reflect on your learning by using Annex E .

Time required: 30 minutes

Preparation required: None

Resources required: Access to a laptop or tablet.

4) 30 to 40 minute team session in a room with facilities for presenting films

If you have under an hour to do some in-person training as a team, we recommend that you introduce a children’s rights and a children’s human rights approach.

Step 1) Share this this video: Children’s Rights and the UNCRC in Scotland: An exploration of rights in our communities (5.38 minutes). A script to introduce video at meeting is provided at Annex A . (10 mins)

Depending on the time available to you to prepare and to run the meeting, the second part of the session can be 10 or 20 minutes long. Step 2 a) and b) are given as options below:

Step 2 a) Prepare in advance and share a few children’s rights and explain how they relate to the work of people in the room. You can do this by sharing slides, or printing out pages with the relevant rights to hand out. (10 mins)

Step 2 b) Alternatively, using print outs, ask staff to discuss in pairs or small groups how their job relates to different children’s rights. Have some examples prepared of work from people in the room and how it relates to different rights. (20 mins)

Step 3) Share the principles of a children’s human rights approach. Write the 5 principles: Embedding, Equality and non-discrimination, Empowerment, Participation and Accountability up on a flipchart or whiteboard. Ask staff to reflect on and share any of their work that supports these principles. (10 mins)

Step 4) Encourage staff to reflect on this learning by using Annex E .

Time required: 30 to 40 minutes

Preparation required: The session organisers will need to consider how children’s rights relate to the work of people in the room and have some notes ready to aid discussion. For the first option (a 30 minute meeting), the organisers may wish to prepare a PowerPoint. For the first option (a 40 minute meeting), organisers will need to print hand-outs with a list of children’s rights.

Resources required: A suitable, accessible space and audio visual equipment that supports staff to see and hear clearly. Potentially, a printer and paper.

5) 30 to 40 minute team session in a room with no digital facilities

If you have under an hour to do some in person training as a team, we recommend that you introduce children’s rights and a children’s human rights approach. You may find it helpful to share information to help you improve our services for children and young people (Annex B) in advance.

Step 1) Introduce what children’s rights are with our suggested script (Annex C ).

Depending on the time available to you to prepare and to run the meeting, the second part of the session can be 10 or 20 minutes long. Step 2 a) and b) are given as options below:

Step 2 a) Prepare in advance to share a few children’s rights and explain how they relate to the work of people in the room. You can do this by printing out pages with the relevant rights to hand out before you then talk through them. (10 mins)

Step 3) Introduce the principles of a children’s human rights approach with our suggested script (Annex D). Write the five principles: Embedding, Equality and non-discrimination, Empowerment, Participation and Accountability up on a flipchart or whiteboard. Ask staff to reflect on and share any of their work that supports these principles. (10 mins)

Step 4) Encourage staff to reflect on this learning by using Annex E .

Time required: 30 to 40 minutes

Preparation required: The session organisers will need to consider how children’s rights relate to the work of people in the room. Organisers will need to print hand-outs.

Resources required: A printer and paper.

6) One hour individual session online

Step 1) If you have an hour to do some online training on children’s rights, we recommend that you spend the first 30 to 45 minutes completing the children’s rights e-learning on TURAS (free but you will need to sign up) or start with this guide for the public sector in Scotland on Understanding Children's Human Rights.

Step 2) Then watch this video on the principles of a children’s human rights approach: Embedding, Equality and non-discrimination, Empowerment, Participation and Accountability. Consider the principles:

Embedding: Putting children’s rights at the core of decision making, working practice, planning, reporting, and the delivery of services that affect children and young people.
Equality and non-discrimination: Ensuring that every child and young person has what they need so that they have equal opportunity to fulfil their potential.
Empowerment: Building the agency and capacity of children and young people as rights-holders to claim their rights.
Participation: Listening to children and young people and taking their views seriously, as required by Article 12 of the UNCRC.
Accountability: Delivering a proactive culture of everyday responsibility for children’s rights across services, including in decision making. Taking steps to monitor children’s rights standards and provide remedies where there is failure to meet these standards.

Step 3) Reflect on this learning by using Annex E .

Step 4) Once you’ve identified the most relevant principle to your role, find the Informed section on that principle in the Framework and identify a learning objective to start with. You can use a learning journal to support you.

Step 5) When you next have time for training, you can start by looking at the resources linked to the learning objective you identified.

Time required: An hour.

Preparation required: None.

Resources required: Access to a laptop or tablet.

7) One hour in person team session in a room with facilities for presenting films

If you have an hour to do some in person training as a team on children’s rights, we recommend that you introduce a children’s rights and a children’s human rights approach and then reflect on where you are as a team, department or organisation.

Step 1) Introduce the session and share this this video: Children’s Rights and the UNCRC in Scotland: An exploration of rights in our communities (5.38 minutes). A script to introduce video at meeting is provided at Annex A . (10 mins)

Step 2) Use print outs and ask staff to discuss in pairs or small groups how their job relates to different children’s rights. Have some examples prepared of work from people in the room and how it relates to different rights. (10 mins)

Step 3) Share the principles of a children’s human rights approach, and ask staff in their groups to reflect on and share any of their work that supports these principles. Depending on the number of staff present, you may want ask each group to focus on one principle. (20 mins)

Step 4) Come back together as a whole group and ask for reflections on each of the principles. If you can, have each of these on a flipchart and capture the main bullet points shared by the group. With each principle, consider any other actions you could take to progress children’s rights. (20 mins)

Step 5) Encourage staff to reflect on this learning by using Annex E .

Time required: An hour.

Preparation required: You may wish to share Annex B with attendees in advance, either by email or by providing a hard copy. The session organisers will need to consider how children’s rights relate to the work of people in the room. Organisers will need to print hand-outs with a list of children’s rights. Give different groups paper with the five principles written on them and pens to take notes. Assign a leader to each group, to keep the discussion on track and feedback.

Resources required: A suitable, accessible space and audio visual equipment that supports staff to see and hear clearly. A printer and paper. Flipchart paper and pens.

8) One hour in person team session in a room with no digital facilities

If you have an hour to do some in person training as a team on children’s rights, we recommend that you introduce a children’s human rights approach. You may find it helpful to share information to help you improve our services for children and young people (Annex B ) in advance.

Step 1) Introduce the session and what a children’s rights are with our suggested script (Annex C ). (10 mins)

Step 2) Using print outs, ask staff to discuss in pairs or small groups how their job relates to different children’s rights. Have some examples prepared of work from people in the room and how it relates to different rights. (10 mins)

Step 4) Come back together as a whole group and ask for reflections on each of the principles. If you can, have each principle on a flipchart and capture the main bullet points shared by the group. With each principle, consider any other actions you could take to progress children’s rights. (20 mins)

Step 5) Encourage staff to reflect on this learning by using Annex E.

Time required: An hour.

Preparation required: You may wish to share Annex B with attendees in advance, either by email or by providing a hard copy. The session organisers will need to consider how children’s rights relate to the work of people in the room. Organisers will need to print hand-outs which list children’s rights. Give different groups paper with the five principles written on them and pens to take notes. Assign a leader to each group, to keep the discussion on track and feedback.

Resources required: A printer and paper. Flipchart paper and pens.