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How To Conduct 3.2 3.2: Session Guidance: Who Responds to What?– Institutional Roles in Practice Methodology and Learning Process This session should be delivered through guided visual scenarios and trainer-led explanation. The aim is to help participants quickly recognise which department or institution must be involved in different child-related situations.

Purpose of the Module-3 This module introduces police trainers and participants to the Child Protection and Response Framework in Sindh. It explains how responsibilities for protecting children and responding to child-related cases are organised across institutions, and how police operate within this framework. This will help Police to  coordinate appropriately

How To Conduct 2.3 2.3 Session Guidance: National and Provincial Legal Framework Governing Child Protection in Pakistan Methodology and Learning Process This session should be delivered through guided visual explanation followed by a structured group-sorting exercise. The aim is to help participants understand how national and provincial laws together regulate

2.2 Session Guidance: International Legal Framework Relevant to Police Methodology and Learning Process This session should be delivered through visual explanation and reflection. The aim is to familiarise participants with international child-protection standards and translate them into simple policing principles. Step 1: Visual Introduction to International Instruments Trainer Action (Projector

Purpose of the Module- 2 This module introduces police trainers and participants to the legal framework governing child protection and juvenile justice. It focuses on understanding the structure and intent of child-related laws that guide police responsibilities, while practical application is addressed in later modules. Module Structure and Key Topics

1.4 Session Guidance: Child Protection and Policing Methodology and Learning Process This session is designed as a role-clarification and decision-mapping exercise. The objective is to help participants realize that child protection is a core component of daily policing and to clarify exactly what police must do—and what they are not

1.3 Session Guidance: Indicators of Abuse, Neglect and Exploitation Methodology and Learning Process This session should be delivered as a recognition and linking exercise. The aim is to help participants move from “who is vulnerable” (Session 1.2) to “how do we recognize risk and early identification in real police encounters.”

1.2 Session Guidance: Vulnerable Children in Sindh Methodology and Learning Process This session should be delivered through guided group identification and risk-mapping. The objective is to help participants recognize vulnerability in real policing contexts and understand that different children face different risks. Step 1: Opening Question – Identifying Vulnerable Groups

How To Conduct 1.1 1.1 Session Guidance: “Definition of a Child and Child Protection” Methodology and Learning Process This session should be delivered through participatory discussion. The aim is to first bring out participants’ assumptions, and then align them with law and policing practice. Step 1: Opening Reflection Exercise Trainer