approach or a “military” approach be well received. Instead, trainers should seek to create a collegial atmosphere in which the exchange of expertise and experience is facilitated, the professional knowledge of trainees recognized and professional pride encouraged. The goal is to send the message that knowledge of human rights is a key element of professionalism in the work of the target group and that, accordingly, trainees have much to gain and also much to contribute in this area. L. Linkage to organizational policy 13. If training is to produce the desired impact on behaviour and professional performance, it must be clearly supported by, and linked to, corresponding rules in the trainees’ institutions. Institutional policy must reflect the human rights imperatives taught in the classroom, and management must be trained in and committed to ensuring its application. M. Planned follow-up 14. Traditional human rights training initiatives have often been composed of “a lecture and a wave”. Meaningful, competence-based and objective-oriented training, on the other hand, requires a degree of sustained commitment and planned follow-up if improved capacity is to be achieved. This means that the training programme should include structured follow-up plans from the formulation stage. This may include periodic return visits by specialists for quality control, review and reinforcement purposes, or a system of review and reporting to be carried out by the local trainers themselves. The newly trained trainers should be charged with implementing fully developed training programmes in their own right, following from the pilot or initial programme. Of course, periodic and final evaluation is essential. 8