Issues and Challenges in Training Needs Assessment (TNA): Judicial Education in a Rule of Law Perspective
Notice bibliographique
Résumé
The judicial academies have been established in all the provinces of Pakistan while the Federal Judicial Academy is working at national level since 1988. The principal responsibility of these institutions is to train and educate the judges, magistrates, law offices and court personnel. The aim is to enhance the quality of justice administered in the courts. The Commonwealth Judicial Education Institute, Halifax, Canada highlights that the approach of any judicial education academy or program must rest on four core principles, i.e., Integrity, Competence, Efficiency and Effectiveness (ICEE). These core principles are also the values of ROL as discussed above. A critical survey of training needs assessments conducted by some of the Pakistani judicial academies will help us in finding the grey areas for further development of the concept of a participatory TNA. In the last year’s International Judicial Conference, the thematic group on Judicial Education concluded that the judicial education needs to be refocused in terms that we have to define ‘national standards of judicial education’. In pursuance of this resolution, this paper will argue that one of the aims for any judicial academy may be to conduct the training needs assessment on regular intervals. It will further argue that the training needs of justice sector actors (judges, magistrates, law officers, court personnel) may be assessed using different tools, i.e., case-law analysis, views of the trainees, trainers, litigants, advocates, court officials and law officers. However, we need to have a 360 degree approach to have a participatory needs assessment where we may consult independent observers of judiciary and justice sector, i.e., media, ordinary citizen, law professors, social scientists, doctors, CSOs, NGOs etc. Another principal argument will be to focus areas that have been determined as critical to establish rule of law in the wake of constitutionalism and new developments here in Pakistan. Thus, the paper will highlight how the TNA may effectively be made to ensure that the judges and court personnel are trained and educated in those areas where they actually need such training. This will enhance the focus of the judicial education programs. The trainings so imparted then will become more measureable in terms of the performance indicators to see if results are achieved. Post training evaluations will help in doing such an exercise. Finally, the loop will be complete when the execution of training programs will be judged and a new training needs is brought on record for moving ahead towards those areas where such training is required. It will conclude that the training and education programs for justice sector that are designed after due needs assessment will help in bringing diversity in judiciary while enhancing its competency in real terms (the core values of ROL) which can be measured for further action. The connection between rule of law and judicial education will also be studied in the light of experiences from other South Asian jurisdictions.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».