Training Needs Assesment Report-English

REPORT
on Training Needs Assessment of the National Institutions for

the Human Rights Protection and Promotion
September 2015
GENERAL REPORT
on Training Needs Assessment of the National Institutions for Human Rights Protection and Promotion
General Report
on Training Needs Assessment of the National Institutions
for the Human Rights Protection and Promotion
Consultant team:
Brighidin Andrei
Bursuc Oleg
Doicov Ecaterina
Levința-Perciun Elena
Copyright © UNDP Moldova
The European Union consists of 27 Member States that have decided to join gradually their forces,
resources and destines. During a 50-year expansion period, they have created a zone of stability,
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every person’s life. Being present in 177 countries and territories, we offer a global perspective and local
solutions to empower people and to build resilient countries. Visit: www.undp.org and www.undp.md
The study was carried out with the financial support of Strengthening Technical Capacities of the
National Institutions for the Human Rights Protection and Promotion Project, funded by the Danish
Government and implemented by the United Nations Development Programme. The opinions expressed
in this study does not reflect the views of the European Union or the United Nations nor the United
Nations Development Programme.
Strengthening Technical Capacities of the National Institutions for Human Rights Protection and
Promotion Project, UNDP-Moldova
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GENERAL REPORT
TABLE OF CONTENTS
EXECUTIVE SUMMARY .......................................................................................................................5
INTRODUCTION ............................................................................................................................... 10
METHODOLOGICAL ASPECTS ............................................................................................................ 15
GENERAL INFORMATION ON QUESTIONED EMPLOYEES .................................................................... 19
FINDINGS AND GENERAL CONCLUSIONS ........................................................................................... 22
SPECIFIC FINDINGS AND CONCLUSIONS ............................................................................................ 27
STRATEGIC AND OPERATIONAL RECOMMENDATIONS....................................................................... 32
GENERAL RECOMMENDATIONS ....................................................................................................................... 32

RECOMMENDATIONS ON THE VISIONS, STRUCTURE AND METHODOLOGY OF THE TRAINING PROGRAMME ................. 32
RECOMMENDATIONS FOR THE UNDP MOLDOVA PROJECT ................................................................................. 34
PROFESSIONAL SKILLS DEVELOPMENT PROGRAMME CONCEPT FROM THE PERSPECTIVE OF HUMAN

RIGHTS ............................................................................................................................................ 38
ANNEXES ......................................................................................................................................... 51
Annex N1: Training needs assessment methodology

Annex N2: Training needs data generalisation
Annex N3: Reports on TNA for each public institution/authority
3.1. Office of the People’s Advocate
3.2. Independent Service for Defending the Rights of Patients in Psychiatric Hospitals
3.3. Council on the Prevention and Elimination of Discrimination and Ensuring Equality
3.4. National Council for State Guaranteed Legal Aid
3.5. Independent Mechanism for Monitoring the Implementation of the UN Convention on the Rights of Persons
with Disabilities
3.6. National Anticorruption Centre
3.7. Constitutional Court
3.8. Parliamentary Commission on Human Rights
3.9. Ministry for Labour, Social Protection and Family
3.10. Ministry of Health
3.11. Ministry of Education
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GENERAL REPORT
Glossary of terms
Internal management systems, policies and procedures of an

Institutional capacities organisation, including professional capacities/skills of the
employees.
Knowledge, skills and abilities necessary to perform efficiently

Professional competence
duties/tasks.
Knowledge, skills and abilities necessary to perform efficiently the

Managerial competence
duties/tasks of a manager.
The gap between the necessary level of professional competence

Training needs
(current or future) and current competence of an employee.
Finding out if there are any gaps in professional competence

Identification
(knowledge, skills, attitudes/behaviours) and define the needs.
Determining the size of a professional competence gap and the

Evaluation
impact it may bring on activities.
Comparing the level of professional competence of the employee

Training needs assessment to the level of expertise necessary to efficiently perform the
professional duties.
Assessing the internal environment to establish the difference

Institutional capacity
between the existing and required capacities to register the most
assessment
optimal organisational/institutional performance.
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GENERAL REPORT
Executive Summary
I. The General Report on Training Needs Assessment (hereinafter referred to General Report) aims to
identify and describe core professional competences necessary to be developed during training
courses for the staff engaged in tasks related to prevention of human rights violation, human rights
protection and promotion. The participants have been selected from 11 national institutions that
are covered by the UNDP project „Strengthening Technical Capacities of the National Institutions
for Human Rights Protection and Promotion”, as follows:
People’s Advocate Office, Independent Service for Defending the Rights of Patients in Psychiatric
Hospitals, Council on the Prevention and Elimination of Discrimination and Ensuring Equality,
National Council for State Guaranteed Legal Aid, Independent Mechanism for Monitoring the
Implementation of the UN Convention on the Rights of Persons with Disabilities, National
Anticorruption Centre, Constitutional Court, Parliamentary Commission on Human Rights, Ministry
for Labour, Social Protection and Family, Ministry of Health, and Ministry of Education.
II. Based on the conclusions and recommendations provided in the General Report on Training Needs
Assessment, the training provider selected by the UNDP Strengthening Technical Capacities of the
National Institutions for Human Rights Protection and Promotion Project will develop the
Curriculum of the Professional Competence Development Program from human rights perspective
(hereinafter – Training Program). The Training Programme aims to contribute to capacity building
of the respective public authorities/institutions, so they can perform efficiently their mission and
functions from human rights perspective. This goal will be achieved by advancing the professional
competences of the core staff performing directly the tasks related to the prevention of human
rights violation and human rights protection and promotion.
III. The Training Needs Assessment Methodology consisted in developing, in a participatory way, the
Generic Competence Matrix required for an efficient performance of tasks related to prevention of
human rights violation and human rights protection and promotion within the targeted public
authorities/national institutions. The Training Needs Assessment Questionnaire was drafted based
on the Generic Competence Matrix and was used on a representative sample.
The Training Needs Assessment Questionnaire was used by 149 respondents, out of which 38 (24%)
are employees with managerial positions and 111 (76%) are employees with executorial positions.
The Training Needs Assessment Questionnaire was used on a representative sample, and namely:
67% of all managers (Heads of units) and 39% - executors from all units that have direct tasks
related to prevention of human rights violation and human rights protection and/or promotion.
55% of the respondents have at least 5 years of experience in the field of human rights. 24% of
respondents have never benefited from any training in the field of human rights.
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GENERAL REPORT
IV. Based on the results of the training needs assessment exercise, the following priority areas of
intervention were identified (ranked based on needs and importance):
 Organisational management to perform the mission/functions from human rights perspective

– 3.851;
 Professional competences on prevention of human rights violation – 3.72
 Knowledge about the human rights system – 3,60
 Professional competences on human rights promotion – 3.60
 Professional competences on human rights protection – 3.54.
According to the respondents, the highest training needs refer to the development of managerial
competences in the field of human rights-based approach to organisational management:
strategic and operational planning, result oriented management, program management, human
resources management, and transparency in decision-making process related to human rights.
In the field of prevention of human rights violation, the priority areas for competence
development includes: public policy development from human rights perspective, public policy
monitoring and evaluation, policy impact assessments from human rights perspective, national
and international reporting on actions implemented in the field of human rights, international
standards and recommendations implemented in the field of human rights, according to the scope
of competences.
In the field of human rights promotion, the following priority areas of competence development
are required: human rights awareness and legal empowerment of the population, communication
with the mass-media, inter-sectorial and inter-institutional communication, communication with
various national and international actors, and how to establish partnerships, including with the
Civil Society Organisations (CSOs).
In the field of human rights protection, the following priority areas of competence development
are required: complaints/requests/petitions management, defence mechanisms for different
categories of beneficiaries/rights, identification of strategic causes and litigation, and systemic
problem identification and assessment in the field of human rights.
In the area of the human rights system, the following priority areas of competence development
are required: human rights-based approach, gender mainstreaming, principles of equality and
non-discrimination, best practices and success stories of human rights observance, protection and
promotion, and international standards in the field of human rights.
1
Here and hereinafter – from 5 maximum possible points.
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GENERAL REPORT
Based on individual discussions with the staff of targeted public authorities/institutions, one of the
training priorities is personal capacity/skill development, including the leadership, interpersonal
communication, presentation skills, time management, dispute settlement and teamwork.
V. Based on the findings, the following conclusions were drafted:

 In order to fulfil their duties, all employees of the selected institutions require integrated
knowledge about the human rights system, especially in the field of human rights protection
and promotion and prevention of human rights violation. The fragmented knowledge,
although extremely important in carrying out specific responsibilities, which is not based on a
solid foundation of generic knowledge in the field of human rights, does not provide full and
systemic understanding of human rights context, about how to consult with public
authorities with regard to problem solving, policy drafting in the field of human rights.
 The respondents from all public authorities/institutions believe that in order to carry out
their mission and tasks, these institutions should develop their competences of human rights
protection and promotion, using the human rights-based approach, best practices and
international recommendations in the work-related area.
 The managers from all public authorities/institutions have to assimilate modern managerial
instruments/tools in order to improve the internal management of the institution.
 The efficient internal transfer/management of knowledge should be established/developed
in all public authorities/institutions.
 The ministries have an increasing need to develop their capacities of public policy
development from human rights perspective, non-discrimination and gender equality;
policy/regulatory framework implementation monitoring and evaluation in the field of
human rights; policy impact assessments from human rights perspective. The ministries have
a growing need to enhance their abilities to report to international entities, based on
performance indicators developed from human rights perspective.
 The staff of selected public authorities/institutions has a growing need to develop their
personal abilities when performing their daily duties, including: interpersonal
communication, conflict management, mediation, problem solving, organisational
management, time management, teamwork, personal leadership, decision-making, etc.
 More specifically, the mandate of the Independent Service for Defending the Rights of
Patients in Psychiatric Hospitals is exercised by only one person, the Ombudsman of
Psychiatric Hospitals. This person requires institutional capacity building to be able to hire
staff that would assist him/her at administrative, informational and methodological levels on
the entire territory of the country. The staff will need to develop the professional
competences in preventing human rights violation, human rights protection and promotion
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GENERAL REPORT
in a very specific area of institution’s activity, as well as their general abilities required to
perform their duties.
 According to the information provided by public authorities/institutions, basically their staff
has never benefited from an integrated training course in the field of human rights. The
training would allow them to obtain/advance their knowledge about prevention of human
rights violation and human rights promotion and protection.
VI. For a better quality and use of international expertise, we recommend that the Training
Programme is delivered by an international company that has relevant experience in competence
development of the staff from human rights institutions, as well as experience in professional and
personal capacity building necessary to perform efficiently the duties from the human rights
perspective.
The international company will have a key role in developing the curricula for the Training
Programme (goal, objectives, methodology, and design of every module/training session), as well
as informational materials necessary in the training process.
The team of trainers should consist of professionals with international and national experience,
who will work in every training module. This will add value to the training program, as it will
transfer the international knowledge and best practices to the local team of trainers.
VII. The Curricula of the Training Programme shall be based on the findings, conclusions and
recommendations provided in the Reports on Training Needs Assessment of each institution (see
annexes 3.1-3.11 of the General Report), as well as on the Generic Competence Matrix developed
within this assignment, which describes the knowledge and abilities required to be developed in
the field of preventing human rights violations, human rights protection and promotion, as well as
organisational management.
VIII. Taking into account the high level of discrepancy between the functions of public
authorities/institutions, the Training Programme should be designed in a way to cover as much as
possible the professional development needs of the staff in an exact and relevant way, taking into
account the peculiarities of their activity. In this context, it is recommended to design a module-
based Training Programme with both general/generic and specific content which will be relevant
for a certain group of public authorities/ institutions. Hence, we suggest to divide 11 public
authorities/institutions into three groups with similar role and functions/tasks in the field of
human rights. The groups will include:
The Office of the People’s Advocate/ Ombudsman, Council on the Prevention

and Elimination of Discrimination and Ensuring Equality, the Independent
Group N1 Service for Defending the Rights of Patients in Psychiatric Hospitals,
Independent Mechanism for Monitoring the Implementation of the UN
Convention on the Rights of Persons with Disabilities
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GENERAL REPORT
Ministry for Labour, Social Protection and Family, Ministry of Health, Ministry
Group N2
of Education
National Anticorruption Centre, Constitutional Court, Parliamentary

Group N3 Commission on Human Rights, National Council for State Guaranteed Legal
Aid
The training methodology should be participatory based on the principle “learning by doing”, with
a high practical element and many relevant examples related to the activities of the respective
public authorities/institutions (or group of authorities).
IX. The General Report on Training Needs Assessment contains the Training Programme Concept that
explains the goal, objectives, and recommended structure and format. According to the Concept,
the Training Programme should contain 8 training modules. Some training modules will have
identical structure and content for the participants from 3 training groups, while other modules
will be adapted exclusively to the specific activities of the participants representing the group of
institutions.
In order to ensure the sustainability of the Training Program, it is recommended to organise a
Training of Trainers course for all participants in the Training Program. Afterwards, these
participants will share the advanced knowledge with their colleagues in public
authorities/institutions, from subordinated institutions, as well as could be engaged as trainers for
the National Institute of Justice.
X. As for the role of the Coordinator of Training Programme (CTA in the Terms of Reference), it is
recommended that this person has a managerial role, being responsible for planning, organisation
and coordination of the training process, communication with the respective institutions, as well
as offers all the informational and administrative support to the company selected to deliver the
Training Programme. At the beginning, this person can be hired by the UNDP project, however, at
the multiplication stage of the Training Programme – this person should be at the National
Institute of Justice. We recommend that the Coordinator of Training Programme is a national
expert.
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GENERAL REPORT
Introduction
The General Report on Training Needs Assessment was developed by the UNDP Strengthening Technical
Capacities of the National Institutions for Human Rights Protection and Promotion Project implemented
in Moldova.
Goal and Objectives
According to the Terms of Reference, the goal of this activity was to identify the training needs of the
employees from 11 public authorities/institutions with function in the field of human rights protection
and promotion (Part I), as well as to assess the institutional capacities of the National Institute of Justice
(Part II).
The key objectives are:

 Training needs assessment exercise carried out in 11 public authorities/institutions selected by
the UNDP Project based on developed methodology;
 Training needs assessment for the staff with human rights related duties, as well as to draft
reports for each institution in part by formulating the findings, conclusions and
recommendations;
 Draft the General Report for the respective 11 public authorities/institutions by formulating the
findings, conclusions, and strategic and operational recommendations, including the training
programme concept;
 Assess the institutional capacities of the National Institute of Justice, draft the report including
findings, conclusions, and recommendations in the assessed fields, as well as providing
suggestions on the Institutional Development Plan of the National Institute of Justice.
Background
The human rights and fundamental freedoms are powers of each individual in his/her interaction with
the community and the State given by the national law and recognised by the international law. These
are fundamental social values, which have the purpose to satisfy an essential human need and
legitimate aspirations within economical-social, political, cultural, and historical context of each society.
The human rights protection - through legal transposition of these rights into legal provisions - has
become an imperative for the Republic of Moldova, which after the declaration of its sovereignty and
independence, has ratified numerous universal human rights agreements opening, thus, its way toward
an international human rights protection system.
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GENERAL REPORT
The human rights situation in the Republic of Moldova has registered a remarkable evolution in the
regulatory framework in the recent years; however, the effective protection of human rights is still a
challenge that requires considerable efforts. Since the observance of human rights is an essential
element and, at the same time, a key condition for sustainable development, the human rights issue
has been in the world opinion, representing one of the most stringent concern of the Government. The
National Human Rights Plan for 2011-2014 is the most appropriate policy document in Moldova. We
would like to underline that according to the documents to which the Republic of Moldova has adhered
to, Moldova should take into account the recommendations provided in the UN Universal Periodic
Review mechanism and should report periodically on the progress registered in the fields of human
rights protection, promotion and prevention of human rights violation.
To ensure the implementation of the regulatory framework in the field of human rights and of
international recommendations, there were established/reorganised institutions specialised in human
rights protection and promotion in Moldova: the Office of the People’s Advocate/Ombudsman, National
Council for State Guaranteed Legal Aid, Council on the Prevention and Elimination of Discrimination and
Ensuring Equality, Independent Mechanism for Monitoring the Implementation of the UN Convention on
the Rights of Persons with Disabilities, and the Independent Service for Defending the Rights of Patients
in Psychiatric Hospitals.
In order to ensure the observance of human rights principles, these should be incorporated in all fields
of social life: health, education, governance, catering, employment and labour relations, social and
economic safety, etc. The directives to achieve the Millennium Development Goals and Millennium
Declaration are relevant in this context.
The observance of human rights principles is both the State’s prerogative by strengthening the
capacitates of institutions with a mandate in this field (so-called ”duty bearers”), and develop the legal
empowerment of citizens in the field of human rights (so-called ”rights holders”). The human rights-
based approach serves as a model for human rights principle incorporation in all sectors and
programmes implemented by the institutions authorised in this field.
Public authorities/national institutions in the field of human rights protection and promotion selected
by the UNDP Project in Moldova
Many public authorities/institutions with duties related to the prevention of human rights violation,
human rights protection and promotion are active in the Republic of Moldova. The UNDP Project has
selected 11 public authorities/institutions:
No. Name of public authority/institution Human rights-related functions/duties
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GENERAL REPORT
1. Office of the People’s Advocate/ Contribute to the defence of human rights and freedoms by
Ombudsman providing organizational, legal, informative and technical
assistance to the Ombudsman to assist him/her in fulfilling
his/her duties related to: observance of human rights and
freedoms by public authorities, organisations and
enterprises, irrespective of their legal status and type, non-
commercial organisations and by the persons with high
positions at all levels.
2. Council on the Prevention and Promote equal opportunities and combat any exclusion,
Elimination of Discrimination and restriction or preference in human rights and freedoms or
Ensuring Equality groups of persons based on criteria protected by the law
through prevention, protection, monitoring, investigation,
consultancy, and advocacy actions and public policies. To
defend by all legal means the rights of people who were
discriminated in their human rights and carry out all
necessary actions to prevent such infringements.
3. National Council for State Protect the right to a fair trial set forth in Article 6 of the
Guaranteed Legal Aid European Convention for the Protection of Human Rights
and Fundamental Freedoms, including to ensure free and
equal access of all people to state guaranteed legal aid, as
well as to reduce the economic and financial burdens in the
access to justice.
4. Independent Service for Defending Supervise and control over the observance of human rights
the Rights of Patients in Psychiatric in the public medical institutions that provide psychiatric
Hospitals medical assistance under the subordination of the Ministry
of Health and neuro-psychological institutions under the
subordination of the Ministry of Labour, Social Protection
and Family.
5. Independent Mechanism for Promote and protect the rights of people with disabilities,
Monitoring the Implementation of promote social inclusion and their spiritual fulfilment via
the UN Convention on the Rights of lobby actions, advocacy and development programmes.
Persons with Disabilities This mechanism is implemented by the Legal Assistance
Centre for Persons with Disabilities (CAJPD).
6. National Anticorruption Centre Prevent and fight corruption, corruption-related actions

and corruption-related behaviour.
Represent an independent constitutional entity of the
7. Constitutional Court
State. The main function of the Constitutional Court is
constitutional supervision of regulatory acts and to repel
the legal norms that contravene with the Constitution, as
well as to interpret the Constitution.
8. Parliamentary Commission on Ensure human rights observance in draft laws subject to
Human Rights Parliamentary adoption.
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GENERAL REPORT
9. Ministry of Labour, Social protection Develop public policies in the area of social protection and
and Family safety from human rights perspective, monitoring and
evaluation of public policies developed from human rights
perspective, report on international recommendations
implemented in its field of competence.
10. Ministry of Health Develop public policies in the field of public health from
human rights perspective, monitoring and evaluation of
developed public policies from human rights perspective,
report on international recommendations implemented in
its field of competence.
11. Ministry of Education Develop public policies in the field of education from
human rights perspective, monitoring and evaluation of
developed public policies from human rights perspective,
report on international recommendations implemented in
its field of competence.
The information about the staff engaged in tasks related to the prevention of human rights violation,
human rights protection and promotion is provided in the Table below:
Categories of staff with duties

(functions) in the field of human
No. Name of public authority/institution rights
Management Enforcement
Office of the People’s Advocate/ Ombudsman
1. 6 18
Council on the Prevention and Elimination of Discrimination

2. and Ensuring Equality 2 9
National Council for State Guaranteed Legal Aid

3. 5 24
Independent Service for Defending the Rights of Patients in

4. Psychiatric Hospitals 1 0
Independent Mechanism for Monitoring the Implementation

5. of the UN Convention on the Rights of Persons with 3 8
Disabilities
National Anticorruption Centre
6. 15 150
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GENERAL REPORT
Constitutional Court
7. 4 8
Parliamentary Commission on Human Rights

8. 0 4
Ministry of Labour, Social protection and Family

9. 12 44
Ministry of Health
10. 4 14
Ministry of Education
11. 5 27
TOTAL: 57 306
In 2012 – 2014, the most training courses in the field of human rights 2 were delivered to the Office of
the People’s Advocate/Ombudsman, Council on the Prevention and Elimination of Discrimination and
Ensuring Equality and the Independent Mechanism for Monitoring the Implementation of the UN
Convention on the Rights of Persons with Disabilities. However, the staff of these public
authorities/institutions has not benefited from an integrated training course in the field of human rights.
This also refers to the new employees.
As for the participation in more general training courses such as, general management,
programme/project management, result based management, institutional communication, etc.,
according to the information provided by the human resources subdivisions, the participation level was
very low.
2 Details in Annexes 3.1-3.11 to General Report.
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GENERAL REPORT
Methodological Aspects
The training needs assessment exercise for the staff of the public authorities/national institutions
selected by the UNDP with tasks related to the prevention of human rights violation, human rights
protection and promotion was carried out in accordance with the Training Needs Assessment
Methodology, developed by a group of consultants of the UNDP Project (Annex N1).
Based on the developed Methodology, the applied research/analysis tools included:
 Generic Competence Matrix ;

 Training Needs Assessment Questionnaire.
Generic Competence Matrix

The Generic Competence Matrix describes generic professional competences necessary to perform
efficiently the mission and functions of public authorities/institutions from human rights perspective: 1)
General knowledge in field of human rights; 2) Professional competence related to human rights
violation prevention; 3) Professional competence related to human rights protection; 4) Professional
competence related to human rights promotion; 5) Professional competence related to human rights
activities management.
The Generic Competence Matrix was piloted in two institutions: Office of the People’s
Advocate/Ombudsman and the Council on the Prevention and Elimination of Discrimination and
Ensuring Equality. After piloting, the Generic Competence Matrix was amended and finalized. The
Training Needs Assessment Questionnaire was developed based on the Generic Competence Matrix .
Training Needs Assessment Questionnaire

The Training Needs Assessment Questionnaire includes general data on respondents; information on
human rights training courses attended by the respondents; importance and needs assessment in
advancing the knowledge in the field of human rights; assessment of importance in the working
environment and needs assessment to develop the competences in such fields as prevention of human
rights violation, human rights protection and promotion; managerial competences necessary to perform
efficiently the mission and functions of public authorities/institutions from the perspective of human
rights, in their field of competences.
The Generic Competence Matrix and the Training Needs Assessment Questionnaire are enclosed to the
Training Needs Assessment Methodology.
Research/analysis methods used
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GENERAL REPORT
The following research methods were used in the needs assessment exercise for the staff of the public
authorities/institutions:
 Relevant data/information collected from different sources, including documents provided by
the institution;
 Focus-groups on filling in the Generic Competence Matrix ;
 Interviews/individual discussions;
 Discussions with the representatives of human resources subdivision on the collection of

different data about the staff;
 Filling in the Training Needs Assessment Questionnaire by the target group.
Thirteen focus groups with 47 participants were conducted in July-August 2015, which discussed the
structure and context of the Generic Competence Matrix.
The Training Needs Assessment Questionnaire was filled in by 149 persons or 48% of the total number
of people who work in the relevant functional subdivisions in the selected institutions. Out of 149
questionnaires, 38 (67%) were filled in by employees with managerial jobs and 111 (39%) – by
executors, as it follows:
Managers Executors
Public authorities/institutions Currently Answered to Currently Answered to
employed questionnaires employed questionnaires
Office of the People’s Advocate 6 5 18 15
Council on the Prevention and

Elimination of Discrimination and 2 2 9 7
Ensuring Equality
National Council for State Guaranteed

5 3 24 14
Legal Aid
Independent Service for Defending the

Rights of Patients in Psychiatric 1 1 0 0
Hospitals
National Anticorruption Centre 15 7 150 29
Constitutional Court 4 2 8 4
Parliamentary Commission on Human

0 0 4 3
Rights
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GENERAL REPORT
Managers Executors
Public authorities/institutions Currently Answered to Currently Answered to
employed questionnaires employed questionnaires
Independent Mechanism for

Monitoring the Implementation of the
3 3 8 8
UN Convention on the Rights of
Persons with Disabilities
Ministry of Labour, Social protection

12 10 23 16
and Family
Ministry of Health 4 3 14 9
Ministry of Education 5 2 27 6
TOTAL: 57 38 (67%) 285 111 (39%)
Difficulties encountered during the TNA exercise
The following functional and organisational difficulties were encountered during the training needs
assessment exercise of the staff with duties related to prevention of human rights violation, human
rights protection and promotion :
- In some training courses, the Training Needs Assessment Questionnaire was filled in by a
small/insignificant number of persons (especially Ministry of Education), due to summer
holidays/annual leaves;
- The Training Needs Assessment Questionnaire was filled in by a small number of employees
from target subdivisions, because they do not consider they need general training in the field of
human rights, but they think they would rather have training related to specific activities of the
institution they work at. Some persons refused to fill in the questionnaire without giving any
reason;
- Filling in the Training Needs Assessment Questionnaires took more time than expected, because
the period of TAN exercise coincided with the period of the new Government formation, which
means that the staff of the ministries was engaged in urgent and multiple tasks;
- The Regulation of the Office of the People’s Advocate/Ombudsman has not been developed at
the moment of the training needs assessment. The Regulation was voted in the Parliament, but
has not been published yet. This probably influenced to some extent the results of the
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GENERAL REPORT
questionnaires, because the heads of subdivisions and executors filled in the questionnaires
based on training needs self-assessment from the point of view of the position held at that
moment, but not in future perspective;
- Lack of access to some public information or documents of some relevant institutions (structure,
data about the number of positions/employees, regulations on organisation and functioning,
etc.), the reason being their amendment/modification or data confidentiality.
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GENERAL REPORT
General Information on Questioned Employees
The Training Needs Assessment Questionnaire was filled in by 149 persons from 11 relevant institutions,
performing tasks related to prevention of human rights violation, human rights protection and
promotion; where 38 (26%) of respondents were managers and 111 (74%) – executors.
We present below the classification of respondents by gender and category of personnel in per cent.
Figure no. 1: Distribution by gender Figure no.2: Distribution by category of personnel
26%
38%
62% 74%
Masculin Feminin Conducere Execuție
Figure no.3 shows the distribution of scores by types of duties and activities related to human rights
protection and promotion, and prevention of human rights violation.
Figure no.3: Distribution of scores, type of duties
The duties and functions of the

questioned employees from relevant
56% 59% public authorities/institutions are
distributed almost proportionally related
to prevention of human rights violation
(47%), human rights protection (56%)
47%
and human rights promotion (59%).
Promovarea DO Prevenirea încălcării DO Protecția DO
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GENERAL REPORT
Figure No.4 provides data on the length of professional experience of respondents in the held positions.
Figure No.4: Distribution of scores, experience length
28%
27%
21% 55% of the questioned staff has at

least 5 years of professional
experience in the field of human
13% rights.
11%
Pînă la 1 an 1-3 ani 3-5 ani 5-10 ani peste 10 ani
Figure No.5 presents data on how frequently the respondents participate in different training courses in
the field of human rights.
Figure No.5: Frequency of attending the HR training courses
42%
35% of questioned personnel

participated only once or never in a
23% 24% training course in the field of human
rights.
11%
o dată 2-3 ori mai mult de 3 ori niciodată
Figure No. 6 shows the main topics discussed during the training courses attended by the
respondents.
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GENERAL REPORT
Figure No.6: Main training topics
ELABORAREA POLITICILOR PUBLICE 25%
DISEMINAREA BUNELOR PRACTICI 19%
PROMOVAREA DO 39%
PROTECȚIA DO 33%
PREVENIREA ÎNCĂLCĂRII DO 42%
DO: CUNOȘTINȚE GENERALE 40%
The questioned persons took part in training courses almost in all key fields related to
human rights and less in the dissemination of best practices in the field of human
rights.
For more details on general data on questioned personnel from 11 public authorities/institutions, see
Annex N2.
21
GENERAL REPORT
Findings and General Conclusions
The Republic of Moldova has undertook recently a number of reforms and actions meant to improve the
situation in the field of human rights by developing/amending the regulatory framework, establishing
new institutions meant to defend and protect the rights of certain categories of citizens or of people
from risk groups. However, the implementation of provisions of regulatory framework in the field of
human rights is still defective; on one hand, the authorised public authorities/institutions do not have
institutional capacities, professional competence and efficient necessary instruments, on the other
hand, the population is insufficiently informed and motivated to defend its interests and rights.
Institutional capacity and competence development of the staff from public authorities/institutions with
duties related to human rights protection and promotion should become a priority in the human rights
system development in the Republic of Moldova.
The mission and duties of public authorities/institutions from the perspective of human rights can be
achieved if these have necessary institutional potential, and first of all, professional (competent) and
motivated staff.
In this sense, one of the key issues identified in most public authorities/institutions is the high level of
personnel turnover. This fact leads to the loss of competences developed in the institution: both of
special competence necessary to perform special duties in the field of human rights and managerial
competence necessary to implement the management in organisations and subdivisions through the
human rights-based approach.
Another issue in functional subdivisions is the low level of occupancy related to human rights protection
and promotion and prevention of human rights violation. There is an imposing number of vacancies for
long periods of time, especially in the Ministry of Health.
According to information provided by the institutions, most of the staff in the public
authority/institution has not benefited from any integrated training course in the field of human rights.
The training would advance the knowledge about the human rights promotion, protection and
prevention of human rights violation. This refers also to the new employees.
The findings and general conclusions about the institutions selected by the UNDP Project are presented
below. These are classified into three groups by goal, content and specific nature of activity:
Group 1. Institutions specialised in human rights protection and promotion
1) The Office of the People’s Advocate/ Ombudsman, 2) Council on the Prevention and Elimination of
Discrimination and Ensuring Equality, 3) Independent Service for Defending the Rights of Patients in
22
GENERAL REPORT
Psychiatric Hospitals, and 4) Independent Mechanism for Monitoring the Implementation of the UN
Convention on the Rights of Persons with Disabilities
These public authorities/institutions have to achieve a number of specific commitments in the field of
human rights protection, such as: to monitor how public authorities and private and state institutions
implement the provisions of regulatory framework, international human rights principles and standards
in the field of human rights observance; to propose projects to enhance the regulatory framework from
human rights perspective; to ensure the access of vulnerable people to justice; to develop and
implement different human rights protection mechanisms; and to enhance the legal empowerment of
population in the field of human rights.
The most important findings and conclusions with regard to these institutions are:
 Every employee of selected institutions with duties to promote, protect human rights and
prevent the infringement of human rights has an absolute need of integrated knowledge about
human rights system in order to perform his/her duties. Fragmented knowledge, even very
important to perform specific duties, but which is not based strongly on generic knowledge
about human rights, does not permit to understand integrally the human rights system, to
consult the public authorities in problem settlement, to develop policies from human rights
perspective.
 Respondents from all institutions believe that to perform their mission and duties, these
institutions need to develop their competence in the field of human rights protection and
promotion based on good practices and international recommendations in their fields of
activity.
 All selected institutions claimed they need to develop their managerial and Professional
competence necessary to carry out efficiently the mission/institution’s function/subdivision
from the perspective of human rights.
 The staff of selected institutions has an increased need for personal development, especially of
the skills required to perform daily activities: organisational communication, inter-personal
communication, conflict management, mediation, problem solving, organisational management,
time management, teamwork, personal leadership, decision-making, etc.
 All the institutions from this group need to enhance/improve their practical skills in efficient
internal transfer of knowledge.
 The mandate of the Independent Service for Defending the Rights of Patients in Psychiatric
Hospitals is exercised by only one person, the Ombudsman of Psychiatric Hospitals. This person
requires institutional capacity building to be able to hire staff that would assist him/her at
23
GENERAL REPORT
administrative, informational and methodological levels. The staff will need to develop the
competences in preventing human rights violation, human rights protection and promotion in a
very specific area of institution’s activity, as well as their general abilities required to perform
their duties.
 As for the Independent Mechanism for Monitoring the Implementation of the UN Convention
on the Rights of Persons with Disabilities implemented by the CAJPD - non-profit organisation
with a good reputation in the field - the needs of the staff refer to professional development in
the fields underlined in the good practices related to human rights. Another important reason
for intervention is institutional and technical capacity development to produce positive changes
for the group of beneficiaries.
Group 2. Special central public administration authorities
1) Ministry of Labour, Social Protection and Family, 2) Ministry of Health, 3) Ministry of Education.
According to Government Action Plan for 2015-2018, the Programme for Strategic Development of
public authorities, national and inter-sectoral policies and other strategic policy documents sets forth a
number of priority actions that need to be carried out by the ministries in the field of human rights
protection, promotion and prevention of human rights violation in their field of competences.
The priority actions refer as well to the harmonization of national legislation with the
communitarian/European legislation (except for the Ministry of Education), development/adjustment of
national policy documents to international and/or European standards in the field of competences,
implementation of recommendations given by the international organisations, as well as periodic
reporting on achieved progress.
The most important findings and conclusions regarding these institutions are:
 To achieve their strategic objectives and to undertake their functions, every employee of the
ministries engaged in human rights protection, promotion and prevention of human rights
violation requires integrated knowledge about human rights system and international/European
standards in the fields of their competence. Fragmented knowledge, even the most important in
achieving specific duties, but which are not based on a solid basis of generic knowledge in the
field of human rights, does not permit to understand fully the situation of human rights,
depending on the field of competences.
 The ministries need to strengthen their public policy development abilities in the perspective of
human rights-based approach, non-discrimination and gender equality mainstreaming;
monitoring and evaluation of policy documents/regulatory framework implementation in the
given area from human rights perspective; public policy impact assessments from the human
rights perspective.
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GENERAL REPORT
 The ministries have an increased need to enhance the reporting skills to international
organisations based on the performance indicators in the field, developed from human rights
perspective.
 The management of the ministries have an acute need to develop their managerial skills
necessary to perform well the mission and tasks related to human rights observance, according
to the field of competences.
 The staff of selected institutions has an increased need to develop personal skills necessary in
their daily activities. The most important personal skills are organisational communication, inter-
personal communication, conflict management, time management, teamwork, personal
leadership, and decision-making.
Group 3. Institutions with specific human rights functions
1) National Anticorruption Centre, 2) Constitutional Court, 3) Parliamentary Commission on Human

Rights, 4) National Council for State Guaranteed Legal Aid.
These institutions have a more specific activity in the field of human rights. In this sense, the National
Anticorruption Centre has the role to ensure human rights observance by preventing and fighting
corruption, as well as to ensure human rights protection through its complaint/communication/notice
management activity.
The Constitutional Court, based on its constitutional activity, has the role to oversee the
constitutionality of laws, regulations and Parliamentary decisions, decrees of the President of the
Republic of Moldova, Government decisions and provisions and observance of human rights; to develop
comments to constitutional draft laws based on human rights and acquis communautaire, as well as to
monitor the enforcement of Constitutional Court’s judgements on human rights, in accordance with the
case-law of the Constitutional Court.
The role of the Parliamentary Commission on Human Rights is to develop and adopt reports on draft
laws and legal suggestions examined from the human rights point of view, to organise parliamentary
control of the adopted regulatory framework enforcement from the perspective of human rights.
The role of the National Council for State Guaranteed Legal Aid is to protect the right to a fair trial set
forth in Article 6 of the European Convention for the Protection of Human Rights and Fundamental
Freedoms, including to ensure free and equal access of all persons to legal aid guaranteed by the State,
as well as to reduce the economic and financial burdens in providing access to justice.
The most important findings and conclusions with regard to selected institutions are:
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GENERAL REPORT
 To perform their human rights-related missions and functions, these institutions have to
enhance their integrated knowledge about human rights system, human rights principles,
international/European standards in their fields of competences.
 These institutions must enhance their policy document development/examination skills

(including draft laws/regulatory framework) via human rights-based approach, non-
discrimination and gender equality mainstreaming; develop their managerial abilities necessary
to perform well the human rights-related mission and tasks, according to their area of
competences.
 The selected institutions have an increased need to develop professional competences related
to human rights promotion by developing and implementing different human rights promotion
and awareness mechanisms, according to their area of competences.
 The staff of selected institutions has the need to develop their general/personal abilities related
to their daily activities at work. The most important professional/general skills are:
organisational communication, inter-personal communication, conflict management, time
management, teamwork, personal leadership, and decision-making.
The reports on training needs assessment for each institution in part are enclosed to the General Report
on TNA (Annex N3).
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GENERAL REPORT
Specific Findings and Conclusions
Priorities regarding key Professional competence to be enhanced by relevant public

authorities/institutions
Most respondents to the questionnaires believe that the Professional competence included in the
Training Needs Assessment Questionnaire and referred to specific fields of activities are considered very
important for their activities, and the knowledge about human rights system is considered the most
important skill (2.713).
The Table below shows the average score obtained for `level of importance` and `need for development`
in 5 professional areas of competence for 11 public authorities/institutions:
Level of Need for

Area of competences
importance development
Knowledge of human rights system 2.71 3.70
Professional competence on preventing human rights violations 2.54 3.72
Professional competence on human rights protection 2.53 3.54
Professional competence on human rights promotion 2.47 3.60
Organisational/activity management 2.47 3.85
Based on the results obtained during the training needs assessment exercise, the following key
intervention areas have been set in the field of human rights4:
1) Organisational management to perform the institution’s mission from human rights perspective
(3.85)
2) Professional competence on preventing human rights violation (3.72)
3) General knowledge of human rights system (3.70)
4) Professional competence on human rights promotion (3.60)
5) Professional competence on human rights protection (3.54)
The key professional competences necessary to be developed in these 5 areas are:
3
The highest score for importance of professional competence on the job is 3 points.
4
The highest score for developing professional competence is 5 points.
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GENERAL REPORT
Programme management based on human rights-based approach (3.91)
Result-oriented management (3.96)

Organisational management
to perform the
Strategic and operational planning (3.85)
mission/functions of the
institution from human rights
Human resources management (3.79)
perspective (3.85)
Transparency of the decision-making process in the field of human
rights observance (3.72)
Monitoring and evaluation of policy documents and relevant regulatory

acts enforcement from human rights perspective (3.92)
Provide the beneficiaries in the field of human rights with informational

and methodological assistance (3.87)
Monitoring and evaluation of international standards implementation.

Professional competences on Draft reports for international organisations. Working with
preventing human rights alternative/shadow reports (3.75)
violation (3.72)
Draft public policies from human rights perspective (3.72)
Develop comments to draft laws/regulatory acts from human rights

perspective (3.67)
Evaluate the impact of developed public policies from human rights

perspective (3.60)
Best practices on human rights observance, protection and promotion

(4.33)
National and international/regional institutions/mechanisms

preoccupied with monitoring, promotion, prevention and protection of
Knowledge of human rights human rights (3.81)
system (3.70)
Human rights-based approach, gender mainstreaming approach,
equality and non-discrimination principle (3.70)
National regulatory framework and international/regional standards in

the field of human rights (3.61)
Identification and dissemination of best practices/success stories (3.9)
Professional competences on Planning, organising and evaluation of human rights promotion and
human rights promotion advocacy activities (3.8)
(3.60)
Human rights awareness campaigns to increase the awareness level and
enhance legal empowerment of the population in the field of human
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GENERAL REPORT
rights (3.8)
Interaction and exchange of experience with national and international

actors, including intersectoral actors (3.8)
Communication with the mass media. Presentation of human rights

activities carried out by public authority/institution (3.8)
Identify strategic causes and strategic litigation (3.70)
Examination of complaints/applications/petitions related to human

rights abuses in accordance with the context and procedure,
international principles and recommendations (3.64)
Professional competences on
Monitoring the implementation of remedies formulated as a result of
human rights protection
petition examination (3.63)
(3.54)
Identification and analysis of systemic problems in the field of human
rights (3.63)
Develop and maintain a database on complaints/applications/petitions

in the field of human rights (3.10)
In accordance with the results obtained during the training needs assessment exercise carried out in 11
public authorities/institutions selected by the UNDP Project, the following general findings and
conclusions have been formulated:
 To perform better their missions and functions from human rights perspective, the public
authorities/institutions should strengthen their institutional capacities, first of all, the
professional competence in their areas of activity from the perspective of human rights, as well
they should develop their professional abilities so every employee becomes efficient on the job.
 The institutions specialised in human rights protection and promotion have increased training
needs in the following fields: human rights protection through an efficient complaint
management and human rights promotion through different public awareness campaigns and
legal empowerment of the population. The ministries have decided that the top priority is the
field of preventing human rights violation though developing public policy documents from the
perspective of human rights, in the areas of competences.
 All relevant public authorities/institutions have a common stringent need – development of

managerial skills necessary to efficiently fulfil the human rights protection duties of the
institution. The topics suggested for this field are relevant both to heads of subdivisions and
executors.
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GENERAL REPORT
 The training needs gap discovered in the skills of the staff from 11 public authorities/institutions
is explained by different human rights-related missions and activities. For instance, the priority
of the ministries is competence development related to the prevention of human rights
violation by drafting public policies from the perspective of human rights, while the institutions
with direct human rights protection and promotion functions have decided that it is important
to develop the professional competence through an efficient complaint/application
management mechanism and also, they consider a priority, the development of professional
competences on human rights promotion.
 As for the Constitutional Court, the differences are very significant, because this institution has a
different mission and namely, to enforce constitutional jurisdiction, and more than 54% of its
activity consists of examining the complaints received.
 Selected public authorities/institutions require assistance in developing their managerial skills,

first of all, of heads of subdivisions in such fields as organisational management: strategic and
operational planning, result oriented management, programme management, human resources
management, transparency of decision-making process in human rights observance in their field
of activity.
 Selected public authorities/institutions require assistance in developing their professional
competences on preventing human rights violation, and the following should be considered a
priority: public policy development from the perspective of human rights, policy monitoring and
evaluation, policy impact assessments from the perspective of human rights; national and
international reporting on implementing human rights actions and international standards and
recommendations, in accordance with the area of competences.
competences on human rights promotion, and the following should be considered a priority:
human rights awareness and legal empowerment of population, communication with the mass-
media, inter-sectoral and inter-ministerial communication, communication with different
national and international actors, partnership establishment, including with civil society
organisations (CSOs).
competence of human rights protection, and the following should be considered a priority:
examination and investigation of complaints/applications/petitions, protection mechanisms for
different categories of beneficiaries/rights, identification of strategic causes and litigation,
identification and systemic problems analysis in the field of human rights.

competence with regard to the human rights system, and the key knowledge required to be
advanced/developed includes: human rights-based approach, gender mainstreaming approach,
30
GENERAL REPORT
principle of equality and non-discrimination, best practices/success stories on human rights

observance, protection and promotion, international human rights standards.
General and specific training suggestions
In individual and focus group discussions, the specialists from these institutions have mentioned that a
useful training course should be drafted based on generic subjects regarding human rights system and
should be practical and should include the examination of real cases, examples, and less theoretical
lessons.
The training suggestions for specific topics/subjects, considered by respondents very important, have
been included in the Training Needs Assessment Reports for each institution in part (Annexes 3.1 – 3.11
to General Report).
The general and common training courses appreciated as absolutely necessary for professional
development by the respondents consist of:
 Organisational communication;
 Inter-personal communication;
 Conflict management and mediation;

 Problem solving;
 Time management;
 Teamwork;
 Personal leadership;
 Decision-making.
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GENERAL REPORT
Strategic and Operational Recommendations
General recommendations
1) The process of capacity building of the public authorities/institutions selected by this project
engaged in human rights protection and promotion and preventing of human rights violations
should be based on a systemic approach, which would include such activities as:
 Develop/enhance internal work systems (internal management systems; clear and transparent
policies; internal processes described in clear/standard procedures);
 Develop managerial and professional competences of the managers, who should be able to
manage the employees to obtain expected results and to boost necessary changes;
 Develop professional competences of executors in different forms: training, coaching,
mentoring, consulting.
2) In order to ensure the sustainability of the training programme, it is recommended to

institutionalise it through the National Institute of Justice by engage the participants in the training
course implemented within the UNDP Project as trainers.
To be able to engage the National Institute of Justice into the multiplication of Training Programme
it is recommended to widen the area of competences by having the possibility to train the public
officials from central public authorities, and independent authorities. The capacities of the National
Institute of Justice will be built/consolidated to ensure the multiplication quality of the training
programme.
3) To ensure the sustainability of training results, it is recommended to apply the provisions of

Government Decision N201/2009, Annex 6, on the Written Commitment of the Civil Servant to
work in civil service after attending training courses. This decision should be implemented
unanimously by all public authorities/institutions selected by this project.
Recommendations on the Visions, Structure and Methodology of the Training Programme
4) To ensure a relevant level of consistency and homogenisation of training context for different
categories of participants, the Training Programme Curriculum will be developed based on Generic
Competence Matrix, which sets forth and describes different key competences (knowledge and
skills) in the field of human rights system, preventing human rights violation, human rights
protection and promotion, institution management. It is recommended that the Training
Programme includes subjects/topics related to personal development.
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GENERAL REPORT
5) To ensure the relevance of advanced knowledge and enhanced skills, the Training Programme
Curricula should set training objectives focused on different categories of personnel, taking into
account the special activities of the public authority/institution of the participants. In this sense, it
is recommended to structure the Training Programme in general training modules and special
training modules.
In order to apply the recommendations formulated under para.5 and assuming the fact that public
authorities/institutions selected by this Project are very inhomogeneous with regard to their
mission and functions in the field of preventing human rights violation and human rights protection
and promotion, it is recommended to group them as follows:
The Office of the People’s Advocate/Ombudsman, Council on the Prevention and

Elimination of Discrimination and Ensuring Equality, the Independent Service for
Group N1 Defending the Rights of Patients in Psychiatric Hospitals, Independent
Mechanism for Monitoring the Implementation of the UN Convention on the
Rights of Persons with Disabilities
Ministry for Labour, Social Protection and Family, Ministry of Health, Ministry of
Group N2
Education
National Anticorruption Centre, Constitutional Court, Parliamentary Commission

Group N3
on Human Rights, National Council for State Guaranteed Legal Aid
6) To ensure a greater impact of the Training Programme on the institutional capacity building
process, it is recommended to organise Training of Trainers (ToT) or Trainer skills development
course for all participants. The purpose of this module is to prepare the participants to become
trainers, to enhance their capacities to disseminate the knowledge acquired and skills developed
during the Training Programme, organised by the UNDP Project.
As a result, the trained persons will be able to activate as trainers of internal training for their
colleagues from the public authority/institution and/or colleagues from institutions subordinated to
public authorities/institutions and in training programmes organised by the National Institute of
Justice. Upon the completion of the Integral Training Programme, the participants shall obtain
minimal expertise necessary in all 3 areas: human rights protection, promotion and prevention of
human rights violation.
The graduates of the Training Programme will be able to carry out training activities for the
personnel from their institution and will be able to provide quality training as trainers within the
National Institute of Justice in the fields they have studied. This will add value to the project in the
capacity building of the National Institute of Justice.
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GENERAL REPORT
7) In the context of the above mentioned, it is suggested to structure the Training Programme by
modules in accordance with 8 training sections/areas identified by the UNDP expert team during
the training needs assessment exercise. The modules will be structured in sessions, and when
drafting the training sessions, the busy schedule of participants should be taken into account.
The Training Programme Concept which can serve as support for the UNDP Project in developing
the Terms of Reference for the selection of training provider is enclosed as a component part to the
General Report.
8) To enhance the institutional capacity building process to ensure its practical/pragmatic aspect, it is
recommended to organise study tours to similar institutions from other countries to exchange
experience in the area of preventing human rights violation, human rights protection and
promotion. This action can be considered a motivation for the most active participants in training
programme. In this sense, the Training Programme can include visits to national institutions
specialised in human rights protection and promotion in order to approach some practical aspects
and/or to intensify inter-institutional collaboration.
During the Training Programme implementation, it is recommended to create an online
communication platform between the trainers-participants, participants-participants where they
can find useful materials, thematic debates, as well as homework.
Moreover, the practical aspect of Training Programme should be ensured by using different
modern, interactive training techniques and methods adapted to the specific nature of adult
training and content and peculiarities of professional activities of the participants (real case
studies, role plays, etc.).
Recommendations for the UNDP Moldova Project
9) To ensure the quality, efficiency and effectiveness of the activity related to capacity building of
target institutions, the Training Programme Coordinator employed by the UNDP Project has to
activate within the UNDP and National Institute of Justice during the multiplication phase of the
training programme. The role of Training Programme Coordinator within this training project is to
ensure training planning, organisation and coordination, communication with selected public
authorities/institutions, as well as to provide all informational and administrative support to the
selected team for good implementation of training project. The technical assistance can be
provided by a local company or an assistant of the Training Programme Coordinator, funded by the
UNDP. In addition, the Training Programme Coordinator will oversee the quality, will monitor
different aspects of Training Programme development and implementation.
If the UNDP Project decides to contract an expert/trainer team, then the role of the Training
Programme Coordinator will be more strategic and namely – he/she will be also responsible for the
communication of the visions, curricula development and implementation methodology of the
Training Programme by and together with the team of trainers.
34
GENERAL REPORT
10) The UNDP Project has two options to implement the Training Programme: 1) Contract an
international company, which is experienced in the area and has a multinational team (including
local trainers) and 2) Contract local expert/trainers for each module of training in part.
Contracting an international company has the following advantages and disadvantages:
Advantages Disadvantages
The company has experience and provides the set Possible higher costs for the programme
of materials necessary for the human rights implementation than individual trainer approach
training (including written and oral translations)
Uniform approach of the training process Focus on international experience without any
connection to the real situation in Moldova and
International expertise in the best practices in the
national regulatory framework
field of human rights
Socio-cultural differences in approaching training
Higher prestige/status in front of participants
subjects
The UNDP has less time and logistics costs
The company may be more rigid in implementing
changes, if necessary
Contracting a local trainers team may have the following advantages and disadvantages:
Advantages Disadvantages
The financial costs could be smaller than for Less uniform approach
contracting a company
Lack or insufficient approach of the international
The practical aspect of the training modules can expertise, best practices in the training areas
be higher
Additional time to organise, monitor and evaluate
Changes that appear along may be easily the activity of trainers
implemented by the trainers
Lower prestige/status in front of the participants
Adjusting the training programme to the specific
of public authorities can be easier
11) The following requirements should be followed in the selection process of the company which
would develop and implement the Training Programme:
 Experience in developing and implementing training/capacity building programmes from the

perspective of human rights and institutional capacities;
 Experience in the field of human rights system, human rights-based approach, equality and non-
discrimination principle;
 Experience in the public/performance management in public sector;
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GENERAL REPORT
 Working experience with public authorities/institutions preferably in Moldova or in other

countries from the region;
 Trainers team shall consist of 50/50 international and local trainers, who will work in a team of 2
in each training module.
The UNDP Project will request from the Training Programme implementation company/team two
outputs which are very important for the continuity/sustainability of training programme –
Trainer’s Manual and Participant’s Manual. The trainer’s manual is a guide for trainers who deliver
training programme (including in perspective), which includes the detailed design of all training
modules and sessions, with practical description of activities and questions for debriefing. The
Participant’s Manual is assisting the participants in training programme, and includes informative
materials, power point presentations, etc.
12) The specific training needs identified during the training needs assessment exercise can be satisfied
within the financial support programme for the initiatives of selected public
authorities/institutions, implemented by the UNDP Moldova Project.
Suggestions on how to organise the training process
13) Some modules/topics/subjects can be carried out/taught by national experts as resource people –
employees of the Office of the People’s Advocate/ Ombudsman, Council on the Prevention and
Elimination of Discrimination and Ensuring Equality etc.
14) The training group should include people with training skills who are motivated to become
trainers of their colleagues from public authority they represent and/or colleagues from the
subordinated institutions.
15) Training approach/algorithm/scheme:

 2-6 persons will be delegated from each public authority/institution5 with at least 18 months
of experience in preventing human rights violation, human rights protection and/or promotion
as well as with trainer’s skills/potential/motivation.
 The participants are divided into 3 groups of public authorities/institutions with similar
tasks/functions in the area of preventing human rights violation, human rights protection and
promotion.
 The participants will go through all modules of 8 training sections/areas. The modules from
sections #1, #2, #6, #7, #8 have the same structure, format and content. Modules from
sections #3, #4, #5 shall be adapted to the specific activities of public authorities/institutions,
systematized in 3 groups.
5
The number of delegated persons should take into account the total number of employees of the subdivisions with tasks in preventing human
rights violation, human rights protection and promotion.
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GENERAL REPORT
16) A (simple) assessment of current knowledge is recommended before the beginning of the training
and an assessment of the knowledge acquired upon the finalisation of Training Programme to be
able to measure the immediate impact of the training.
17) At the end of Training Programme, the participants who attended at least 80% of modules and
accomplished tasks given by the trainer will receive Certificates of Participation from the
international company.
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GENERAL REPORT
Professional skills development Programme Concept from the Perspective of

Human Rights
The Training Programme Concept for the staff of 11 national human rights institutions may be accepted
as basis by the UNDP Project in developing the Terms of References for the selection of the company
that will provide the training services, and can be considered as system of reference to examine the
technical offers received.
For the purpose of this document, the Training Programme consists of the training goal and objectives
for the selected category of participants, length, content of training – a detailed list of subjects to be
examined, methods to be applied, handouts for participants. Also, the Training Programme sets the
training sections/areas and subjects by indicating the time envisaged for each section and subject.
Introduction
The list of institutions selected by the UNDP Strengthening Technical Capacities of the National
Institutions for Human Rights Protection and Promotion in Moldova Project includes 11 institutions
concerned about human rights protection and prevention of human rights violation. All these
institutions can be divided into 3 distinctive groups in accordance with the goal, content and specific
activity:
Group 1. Institutions specialised in human rights protection and promotion:
1) Office of the People’s Advocate/ Ombudsman;

2) Council on the Prevention and Elimination of Discrimination and Ensuring Equality;
3) Independent Service for Defending the Rights of Patients in Psychiatric Hospitals;
4) Independent Mechanism for Monitoring the Implementation of the UN Convention on the
Rights of Persons with Disabilities.
These public authorities/institutions have to achieve a number of specific commitments in the field of
human rights protection, such as: to monitor how public authorities and private and state institutions
implement the provisions of regulatory framework, international human rights principles and standards
in the field of human rights observance; to propose projects to enhance the regulatory framework from
human rights perspective; to ensure the access of vulnerable people to justice; to develop and implement
different human rights protection mechanisms; and to enhance the legal empowerment of population in
the field of human rights, etc.
Group 2. Special central public administration authorities
38
GENERAL REPORT
1) Ministry of Labour, Social Protection and Family;
2) Ministry of Health;
3) Ministry of Education.
According to Government Action Plan for 2015-2018, the Programme for Strategic Development of
public authorities, national and inter-sectoral policies and other strategic policy documents a number of
priority actions that need to be carried out by the ministries in the field of human rights protection,
promotion and prevention of human rights violation in their field of competences are set forth. The
priority actions refer as well to the harmonization of national legislation with the
communitarian/European legislation (except for the Ministry of Education), development/adjustment of
national policy documents to international and/or European standards in the field of competences,
implementation of recommendations given by the international organisations, as well as periodic
reporting on achieved progress.
Group 3. Institutions with specific human rights functions
1) National Anticorruption Centre;

2) Parliamentary Commission on Human Rights;
3) National Council for State Guaranteed Legal Aid;
4) Constitutional Court.
These institutions have a more specific activity in the field of human rights. In this sense, the National
Anticorruption Centre has the role to ensure human rights observance by preventing and fighting
corruption, as well as to ensure human rights protection through its complaint/communication/notice
management activity. The role of the Parliamentary Commission on Human Rights is to develop and
adopt reports on draft laws and legal suggestions examined from the human rights point of view, to
organise parliamentary control of the adopted regulatory framework enforcement from the perspective
of human rights. The role of the National Council for State Guaranteed Legal Aid is to protect the right to
a fair trial set forth in Article 6 of the European Convention for the Protection of Human Rights and
Fundamental Freedoms, including to ensure free and equal access of all persons to legal assistance
guaranteed by the state, as well as to reduce the economic and financial barriers in providing access to
justice. The Constitutional Court, based on its constitutional activity, has the role to oversee the
constitutionality of laws, regulations and Parliamentary decisions, decrees of the President of the
Republic of Moldova, Government decisions and provisions and observance of human rights; develop
comments to constitutional draft laws based on human rights and acquis communautaire, as well as to
monitor the enforcement of Constitutional Court’s judgements on human rights in accordance with the
case-law of the Constitutional Court.
39
GENERAL REPORT
To achieve their mission and functions from human rights perspective, each mentioned institution needs
the same professional competences, and namely:
 Generic professional competences in the field of human rights;
 Professional managerial skills from the perspective of human rights.
Generic professional competence in the field of human rights:
 General knowledge of human rights system;
 Knowledge and skills to carry out activities/duties to prevent human rights violation;
 Knowledge and skills to carry out activities/duties to protect human rights;
 Knowledge and skills to carry out activities/duties to promote human rights.
Professional managerial skills from the perspective of human rights:
 Knowledge and skills of strategic and operational planning of institution/subdivision activity

through human rights-based approach (HRBA);
 Knowledge and skills of institution/subdivision management by applying result-oriented
management and HRBA, programme/project management skills from HRBA perspective;
 Knowledge and skills of ensuring transparency in preventing human rights violation and human
rights protection activities.
Personal leadership skills:
 Knowledge about leadership concept, leadership vs. management, personal skills;

 Knowledge and skills about management styles, team formation and management, team
motivation;
 Knowledge and personal skills about institutional communication, inter-personal
communication, conflict settlement, time management.
Participants
The Training Programme will target the managers (Heads/Deputy Heads of subdivisions) and executors.
The number of delegated participants per institution will take into account the size of the institution,
complexity of human rights-related tasks, as well as the real number of employees in the subdivisions
with direct tasks in preventing human rights violation, human rights protection and/or promotion.
Goal
40
GENERAL REPORT
The general goal of the Training Programme is:

To strengthen the organisational potential by enhancing professional capacities of the personnel from
the institutions selected by the UNDP Project necessary for optimal performance/achievement of mission
and functions of institutions from the perspective of human rights observance.
Objectives
At the end of Training Programme, the participants shall be able to:
 analyse the situation from different aspects of human rights in the area of competences of the
institution and to appreciate the quality of the mission and functions fulfilled in his/her
institution from the perspective of human rights; to identify existing issues and what caused
their appearance; to identify internal and external factors, to find solutions to resolve the
situation;
 to perform their duties through human rights-based approach and best practices, to apply the
most efficient instruments in the area of competences;
 to develop plans on organisational changes and to promote necessary changes to be
introduced in the institution/sub-division to improve the situation;
 to train the personnel of the institution acting in his area of competence based on modern
professional training models;
 to show desire to play the role of an agent of change in his/her institution;

 to participate efficiently in teams formed in cooperation with other relevant institutions to
build capacities in the field of human rights observance.
Content
The Training Programme will consist of modules within 8 Training Sections/Chapters as following:
1) General Knowledge about Human Rights System;

2) Activity Management from the Perspective of Human Rights;
3) Professional Competences on Preventing Human Rights Violation;
4) Professional Competences on Human Rights Protection;
5) Professional Competences on Human Rights Promotion;
6) Develop Trainer’s Skills;
7) Leadership and Personal Development;
41
GENERAL REPORT
8) Organisational Change Projects.
The training topics/subjects are:
Component #1 – General Knowledge about Human Rights System – about 3-5 days
The human rights concept: Conceptual knowledge about human rights system; main characteristics;
principles; State’s obligations.
The national regulatory framework and international/regional standards: knowledge about the rights
enshrined in the Constitution of the Republic of Moldova, national regulatory framework, national
policies and international/regional instruments in the field of human rights to which the Republic of
Moldova is a party.
National and international/regional standards/mechanisms engaged in human rights monitoring,

promoting and protection: knowledge about national, regional and international institutions specialised
in human rights protection and promotion.
Final findings and recommendations of international/regional human rights organisations. The case-law
of the ECHR.
Human rights-based approach: knowledge about human rights-based approach, principle of equality
and non-discrimination, gender equality, acquis communautaire.
Best practices regarding human rights observance, protection and promotion: success stories in efficient
implementation of recommendations of international human rights bodies.
Component #2 – Activity Management from the Perspective of Human Rights – about 7-9 days
HRBA-based strategic and operational planning: strategic and operational planning definition, phases of
a medium-term strategic development plan (SDP), in accordance with the provisions of regulatory
framework; strategic analysis and planning instruments. Skills of how to set strategic, operational
objectives and indicators through HRBA. Skills of how to participate in strategic and operational planning
process at public authority/institution level.
Result oriented management: knowledge about result oriented management (ROM): definition,
principles, instruments. ROM and HRBA model-based planning, organisation and control skills.
Knowledge about programme/project definition; HRBA-based development, implementation, evaluation
and reporting phases at programme/project level. Planning, organising, control, decision-making skills
within the implemented programme/project, based on ROM and HRBA models.
Ensure transparency in preventing human rights violation and human rights protection activities:
Knowledge about regulatory framework related to decisional transparency, access to information.
42
GENERAL REPORT
Knowledge about regulatory framework with regard to protection of personal data. Skills to apply
instruments regarding transparency of decision-making process in planned/undertaken human rights
protection actions and decisions adopted by public authorities/institutions.
Component #3 – Professional competences regarding Human Rights Violation prevention – about 5-7
days
Evaluation and analysis of human rights situation: Knowledge about the evaluation instruments, analyse
the situation in its field of activity from the human rights perspective, human rights observance
information analysis and synthesis skills. Skills of processing different information sources related to
human rights: relevant polls, international reports, national reports etc.
Develop public policies, draft laws and regulations, comments to draft laws and regulations from the
perspective of human rights, acquis communautaire: policy and regulatory/legal acts development from
the perspective of human rights principles integration. Knowledge about the acquis communautaire
reported in the area of activity. Knowledge and skills of public policy development based on final
observations of UN and CoE Human Rights Committees; ECHR case-law.
Monitoring and evaluation of policy and relevant regulatory acts implementation from the perspective
of human rights at national level: Knowledge about independent monitoring bodies at national level.
Skills to develop monitoring indicators. Skills to formulate the evaluation indicators from the perspective
of human rights.
Evaluate the impact of public policies developed from the perspective of human rights: Skills to evaluate
the impact of public policies from the perspective of human rights. Skills to develop and submit reports
on the impact of public policies developed from the perspective of human rights.
Monitoring and evaluation of international standards implementation: Knowledge about the

requirements for State’s reporting to international organisations and skills to draft these reports.
Knowledge and skills of drafting alternative/shadow reports.
Providing informational and methodological assistance in the field of human rights to direct and indirect
beneficiaries of public authorities/institutions: Awareness/training skills. Consulting skills.
Component #4 – Professional competence with regard to Human Rights Protection – about 3-5 days
Petition/application/complaint examination/investigation related to violation/abuse of human rights

received by the public authority/institution: Knowledge about petition/application/complaint
examination/investigation specificity and procedure with regard to abuse/violation of human rights.
Knowledge about international principles and recommendations, national and international complaint
43
GENERAL REPORT
examination/investigation standards: time of examination, prescription period, petition settlement

methods. Skills of complaint examination/investigation and remedy formulation.
Monitoring the implementation of remedies formulated as a result of complaint/petition/application

examination/investigation. Knowledge about monitoring procedures and instruments. Monitoring and
evaluation skills.
Establish and maintain a database of complaints/petitions/applications received: collection, storage,

record and analysis skills of information/data on complaints/applications/petitions received.
Identification of strategic causes and strategic litigation: Knowledge about the definition of strategic
cause, strategic cause identification methods and usage in legislation improvement process, how to
develop recommendations, decision-making process.
Identification and analysis of systemic human rights issues: Knowledge about conceptual aspects on
systemic issues (definition, causes, effects). Casuistry analysis and application skills. Knowledge about
possible response measures in case of a systemic problem.
Component #5 – Professional competences with regard to Human Rights Promotion – about 3-5 days
Planning, organising and evaluation of human rights promotion and advocacy activities: Knowledge
about human rights promotion strategies. Skills of planning, organising and evaluation of human rights
promotion. Knowledge about advocacy, types, involved parties, instruments. Human rights advocacy
planning, organising and evaluation skills. Methods to involve the civil society in human rights advocacy
and promotion activities.
Human rights promotion to raise the awareness and legal empowerment of the society with regard to
human rights observance: Knowledge about information/training instruments of different categories of
population, different categories of persons with responsibilities to prevent the violation of human rights
and human rights protection. Information/training, mediatisation, etc. skills.
Identification and dissemination of best practices, success stories: Identification, description and
presentation skills of best practices in the field of human rights, efficient implementation of
recommendations of international organisations in the field of human rights related to the activity field
of public authorities/institutions. Abilities to identify, describe and present success stories that have
become possible as a result of real actions related to human rights observance undertaken by the
institution.
Interaction and exchange of experience with national and international actors: Communication with
different national and international actors. Develop relationships and establish partnerships with
different national and international actors.
44
GENERAL REPORT
Communication with mass-media: How to involve the mass media in human rights promotion and
advocacy? Communication with the mass-media. How to promote human rights-related activities of
public authorities/institutions?
Component #6 – Leadership and Personal Development – about 5-7 days
Knowledge about leadership, leadership vs. management. Leadership models. Roles of managers and
leaders. Profile of an efficient leader: knowledge, skills, abilities, attitudes/behaviour in the
organisational context. Styles of leadership.
Human resources management (HRM): Knowledge about HRM (goal, functions, processes, tasks).
General knowledge about regulatory framework on the personnel policy and procedures. How to form
and develop a team? How to motivate the personnel? Teamwork. Social roles in the team.
Time management: concept, efficient techniques and instruments applied on the job. How to prioritize
the activities?
Organisational communication. Interpersonal/assertive communication and conflict settlement. Internal

and external communication: strategies and techniques. Verbal and written communication
Component #7 – Trainer’s skills Development – about 4-5 days
Specific aspects for adult education: ongoing professional development of the personnel. Specificity of
adult education. Learning by doing. Learning styles. Trainer’s profile.
Participative forms and methods of adult education: group work, presentation, discussion, case study,
conclusions, feedback. Synthesis request and provision. Develop and use of visual materials and
techniques. Develop handouts. Communication in training course.
Training management: Training Programme. Training activity: structure/phases, planning.

Communication with difficult participants. Evaluation of training activities.
Component #8 – Organisational Change Projects in Institutions – about 3-4 days
Support managerial projects developed by each participant for a subject selected as a result of situation
analysis and problem identification with regard to human rights in the institution.
Ideas of managerial projects on change implementation in the institutions can refer to aspects that
relate to fund collection, project drafting based on log frame, etc.
Structure and format
45
GENERAL REPORT
Participants in all 3 groups of public authorities/institutions will participate in modules form training
sections/areas #1, #2, #6, #7 and #8, which will have almost the same structure, content and format.
The content of modules from training sections/areas #3, #4, #5 will be adjusted to the specific nature of
the activity of the institution to have a greater impact on professional competence development
process.
To ensure a more optimal relevance level, the training modules can be structured in key/basic sessions
and additional session. The participants from the training groups will attend mandatorily the key/basic
sessions of each module, and the additional sessions may be attended voluntarily, in accordance with
the training needs of participants, based on a timetable set at the beginning of the training course. This
option should be analysed from all points of view and should be consulted with the participants in
training programme.
Training methods
The training modules have to be implemented based on andragogy, participative methods: mini-
lectures, presentations, discussions, case studies, role plays/simulations etc.
When selecting training methods, take into account the topic, goal/expected results, objectives and
content of training activity, specific nature of adult education process.
To improve the theoretical knowledge, use presentations followed by discussions; to enhance analytical
and practical skills use practical exercises, group exercises followed by discussions and presentations.
To develop skills to analyse the real situation in the field of human rights violation prevention and
human rights protection and to develop relevant real suggestions, including remedies, use case studies –
examination of real situations and remedy measures from other countries and from Moldova.
At the end of each module, the participants will receive tasks to prepare presentations on specific tasks
of the institution, related to the field covered by the module. All speeches will be delivered and
discussed in the following day after the module.
All the presentation methods applied in Module #7 shall be exercised by the participants.
At the end of Module #7, each participant will receive the task to develop a managerial project which
will introduce a change(s) from the HRBA perspective. The projects will be developed in consultation
with trainers and will be presented and discussed with the team of participants in training in the
presence of trainers. Topics/subjects of projects will be set as a result of situation analysis and problem
identification regarding different aspects of human rights for each institution in part.
The interactive training methods, including case studies, project development, etc. will be used to
encourage active participation of people in the learning process, exchange of ideas and experience.
46
GENERAL REPORT
In between Module #7 and #8, if possible, it is recommended to organise study visits by groups of
institutions (3 study visits), in similar foreign institutions with good reputation and results registered in
the field of human rights observance.
Handouts
The handouts will allow exchange of general knowledge, in accordance with the topics of modules and
training sessions.
Handouts for Module #1 will include at least manuals/informational materials on human rights system;
descriptions of case studies on ECHR case-law; regulatory acts/excerpts from national and international
regulatory acts; international and national concepts and examples of human rights-based public
policy/state/national approach; international and national examples of missions and functions of
institutions, including of public authorities formulated based on human rights observance principal;
international and national examples of best practices on human rights observance, protection and
promotion, etc.
Handouts for Module #2 will include at least manuals/informational materials on organisational

management concept, including result oriented management and human resources management from
the perspective of HRBA; descriptions of the process and instruments for situation analysis, strategic
and operational planning; examples of planning, organisation and control based on ROM and HRBA
models; models of development, implementation, evaluation and reporting at programme/project level
based on ROM and HRBA models; policy models and personnel procedures developed based on HRBA
and ROM models; examples of instruments applied for transparency of decision-making process
regarding planned/undertaken actions and approved decisions within public authorities/institutions
related to human rights prevention and protection.
Handouts for Module #3 will include at least manuals/informational materials and instruments that can
be applied for the evaluation and analysis of situation in their field of activity from the perspective of
human rights; models of processing different sources of information on human rights; public policy
examples, comments to drafts laws and examples of suggestions to ament current regulatory
framework developed from the perspective of human rights, acquis communautaire etc.; models of
policy and regulatory acts monitoring and evaluation indicators from the perspective of human rights at
national level; instruments for public policy impact evaluation developed from the perspective of human
rights and respective reports; monitoring and evaluation instruments of international standards
implementation.
Handouts for Module #4 will include at least manuals/informational materials on international

principles and recommendations, national and international standards of complaint/application/petition
examination/investigation principles; examples of concrete cases by formulating remedies; instruments
47
GENERAL REPORT
and examples of monitoring the implementation of suggested remedies; models of information/data

collection, storage, registration and analysis of complaints/applications/petitions received; examples of
identification methods and usage of strategic causes in the process of enhancing the law, developing the
recommendations, decision-making process; instruments for casuistry analysis and application;
examples of response as a result of discovered systemic issues.
Handouts for Module #5 will include at least manuals/informational materials on advocacy and human
rights promotion; strategic planning, organisation and evaluation instruments of advocacy and human
rights promotion activities; models of strategies/methods of raising the awareness and legal
empowerment of society; instruments and models of identification, description and presentation of
success stories which became possible as a result of real actions undertaken in the field of human rights
by the public authority/institution; models of establishing and maintaining relations and partnership
development with different national and international actors; models of involving SCOs and mass-media
in advocacy and human rights promotion activities; examples of promoting the activities of public
authorities/institutions in the field of human rights.
Handouts for Module #6 will include at least informational materials on leadership, leadership models,
types of leadership; how to set the leadership style; examples of situational leadership style application;
models to create a successful team, examples of motivation techniques and maintain the personnel
motivation; examples of forming and leading teamwork, formed to undertake certain tasks; assertive
communication development techniques, rules and norms about official written communication,
prioritisation and time management techniques.
Handouts for Module #7 will include at least manuals/informational materials about the specific nature
of adult education; description of participative adult education forms and methods; examples of
different training methods related to subjects studied in previous modules; examples of developing and
application of visual aid materials; examples of requesting and providing feedback; training programme
model; module and session designing models within modules; models of instruments applied for the
evaluation of training activities.
Handouts for Module #8 will include at least the project summary and Power Point presentation
developed by each participant.
Working conditions
Special conditions/technical means are necessary for an efficient learning process of participants:
equipment, including multimedia system, flipchart, white board, screen and computer classes.
Training evaluation
48
GENERAL REPORT
Immediate evaluation. The training provider will develop a Questionnaire to evaluate the reaction of
participants. The questionnaire will allow appreciations which will lead to initial conclusions and if
necessary, to programme amendments/improvements:
 Usefulness of acquired knowledge and skills;
 Level of interest toward the training programme;
 Level of complexity, accessibility of the presented study materials.
Training evaluation. To determine whether the knowledge level and/or abilities of the participants have
changed as a result of training and if so, to what extent/how, the training provider will develop and run
tests, questionnaires, and specially developed tasks, which permit to measure quantitatively the
progress of skills and/or the motivation of participants. The knowledge evaluation should be made
based on initial tests/before and after the training course. The evaluation of abilities – the Training
Programme will set a task, work situation/real case for each participant – will allow the observation of
the performance of accomplishing this task, etc. based on which data about the quality of knowledge
and skills transfer can be collected.
Evaluation after a certain period of time. The training provider will suggest the methodology and
instruments that can be applied to determine whether the participants apply the knowledge and
abilities acquired during the training on the job, if there are real changes in their professional activity.
Report on delivered training course. The training provider will draft an analytical report, which will
include findings and conclusions on delivered training, suggestions and methodical recommendations on
further application of the Training Programme.
Structure of one training module
Title: Provide the name of professional development activity/training course, which

reflects the scope of competences to be enhanced, main topic.
Form of delivery: Provide the form of delivery of training/ professional development activity:
workshop, seminar, lectures, traineeships etc.
Duration: Indicate the duration of the entire course/activity by mentioning the number of days,
hours and the number of modules with days and hours per each, if necessary.
Venue: Give the name of the venue where the training/professional development activity
will take place.
Participants: Indicate the category of participants and their number. If necessary, provide the
reason why these persons should participate in training/professional development
activity.
49
GENERAL REPORT
Goal: Formulate the main goal of the training programme, its expected results. The
expected results of any professional development activity is meeting the training
needs, enhanced/developed abilities of employees.
Objectives: Formulate the objectives – expected results from the participants, what we want the
participants to achieve after the training in addition to what they were able to do
before the training. How and what will be changed in knowledge, abilities and skills
of the employees.
Content: Provide the list of subjects that follow to be examined (by applying different
methods and techniques) to achieve objectives and obtain the expected result.
Working methods: Mention the training methods – all processes/techniques applied in the professional
development process to ensure the training quality, to achieve objectives and obtain
expected result.
Handouts: Describe the set of materials prepared by trainers to be distributed to participants at

the beginning, during and at the end of training course/professional development
activity to facilitate and improve the learning process: manuals, informational
materials, descriptions of case studies, guidelines to exercises, regulatory
acts/excerpts from regulatory acts, etc.
Technical training Indicate special conditions/technical means: equipment, including multimedia

means: system, flipchart, interactive table, screen, etc. and In many cases – computer
classes. If necessary, indicate the necessary consumables: flipchart paper, markers,
folders, notebooks, pens – for each participant etc.
50
GENERAL REPORT
Annexes
Annex N1: Training needs assessment methodology
Annex N2: Training needs data generalisation
Annex N3: Reports on TNA for each institution
3.1. Office of the People’s Advocate/Ombudsman
3.2. Independent Service for Defending the Rights of Patients in Psychiatric Hospitals
3.3. Council on the Prevention and Elimination of Discrimination and Ensuring Equality
3.4. National Council for State Guaranteed Legal Aid
3.5. Independent Mechanism for Monitoring the Implementation of the UN Convention on

the Rights of Persons with Disabilities
3.6. National Anticorruption Centre
3.7. Constitutional Court
3.8. Parliamentary Commission on Human Rights
3.9. Ministry for Labour, Social Protection and Family
3.10. Ministry of Health
3.11. Ministry of Education
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REPORT

on Training Needs Assessment of the National Institutions for

Copyright © UNDP Moldova

EXECUTIVE SUMMARY .......................................................................................................................5

METHODOLOGICAL ASPECTS ............................................................................................................ 15

GENERAL INFORMATION ON QUESTIONED EMPLOYEES .................................................................... 19

FINDINGS AND GENERAL CONCLUSIONS ........................................................................................... 22

SPECIFIC FINDINGS AND CONCLUSIONS ............................................................................................ 27

STRATEGIC AND OPERATIONAL RECOMMENDATIONS....................................................................... 32

GENERAL RECOMMENDATIONS ....................................................................................................................... 32

PROFESSIONAL SKILLS DEVELOPMENT PROGRAMME CONCEPT FROM THE PERSPECTIVE OF HUMAN

Annex N1: Training needs assessment methodology

Internal management systems, policies and procedures of an

Knowledge, skills and abilities necessary to perform efficiently

Knowledge, skills and abilities necessary to perform efficiently the

The gap between the necessary level of professional competence

Finding out if there are any gaps in professional competence

Determining the size of a professional competence gap and the

Comparing the level of professional competence of the employee

Assessing the internal environment to establish the difference

 Organisational management to perform the mission/functions from human rights perspective

V. Based on the findings, the following conclusions were drafted:

The Office of the People’s Advocate/ Ombudsman, Council on the Prevention

National Anticorruption Centre, Constitutional Court, Parliamentary

Goal and Objectives

The key objectives are:

No. Name of public authority/institution Human rights-related functions/duties

6. National Anticorruption Centre Prevent and fight corruption, corruption-related actions

Categories of staff with duties

Council on the Prevention and Elimination of Discrimination

National Council for State Guaranteed Legal Aid

Independent Service for Defending the Rights of Patients in

Independent Mechanism for Monitoring the Implementation

Parliamentary Commission on Human Rights

Ministry of Labour, Social protection and Family

2 Details in Annexes 3.1-3.11 to General Report.

Based on the developed Methodology, the applied research/analysis tools included:

 Generic Competence Matrix ;

Generic Competence Matrix

Training Needs Assessment Questionnaire

Research/analysis methods used

 Discussions with the representatives of human resources subdivision on the collection of

 Filling in the Training Needs Assessment Questionnaire by the target group.

Office of the People’s Advocate 6 5 18 15

Council on the Prevention and

National Council for State Guaranteed

Independent Service for Defending the

National Anticorruption Centre 15 7 150 29

Parliamentary Commission on Human

Independent Mechanism for

Ministry of Labour, Social protection

TOTAL: 57 38 (67%) 285 111 (39%)

Difficulties encountered during the TNA exercise

General Information on Questioned Employees

Figure no. 1: Distribution by gender Figure no.2: Distribution by category of personnel

Masculin Feminin Conducere Execuție

Figure no.3: Distribution of scores, type of duties

The duties and functions of the

Promovarea DO Prevenirea încălcării DO Protecția DO

21% 55% of the questioned staff has at

Pînă la 1 an 1-3 ani 3-5 ani 5-10 ani peste 10 ani

Figure No.5: Frequency of attending the HR training courses

35% of questioned personnel