component of courses based on this approach, it is not possible to provide detailed training in technical professional skills in a human rights course. Instead, the existence of such techniques should be highlighted and targeted for further training as a follow-up to human rights training.] required to demonstrate competence throughout the course during assigned exercises, and to undergo testing (in the form of a written examination) on completion of the course. F. Comprehensive presentation of standards Training courses include pre- and post-training evaluative exercises, such as testing questionnaires, which serve three crucial purposes. Pre-course questionnaires, when properly used, allow trainers to tailor their course to the particular educational needs of the audience. Post-course questionnaires and evaluation sessions both allow trainees to gauge what they have learned and assist in the continuous (crucial) modification and improvement of courses offered through these materials. J. Evaluation tools These courses are intended to be thorough in their presentation of the relevant international standards. To this end, relevant instruments and simplified learning tools should be translated and distributed to participants. In every case, one or more persons specialized in human rights should be involved to control the substantive content of the courses and workshops, and to supplement course presentations as required. G. Teaching to sensitize K. The goals of courses developed by the Office are not limited to the imparting of standards and practical skills, but also include exercises designed to sensitize trainees to their own potential, however unwitting, for violative behaviour. For example, well developed exercises (including role plays) which can have the effect of making trainees aware of notions of gender or racial bias in their own attitudes or behaviour can be quite valuable. Similarly, the importance of particular standards applicable (for example) to women are not always readily obvious. Trainees should be made to understand that, for example, the term “degrading treatment” found in the various international instruments may imply different activities and thresholds when applied to women and men, or to one cultural group and another. H. The role of self-esteem The importance of recognition of the self-esteem of adult trainees cannot be overemphasized. Police bring to the classroom a rich pool of expertise, professional knowledge and practical experience, all of which must be tapped for the benefit of the course. The extent to which the trainer acknowledges this, and draws from it, will largely determine the trainee’s reaction to the training exercise. Obviously, participants will not respond well to instruction that is seen to “spoon-feed” them, and neither a “schoolteacher” nor a “military commander” approach will be well received. Instead, trainers should seek to create a collegial atmosphere that facilitates exchanges of expertise and experience, recognizes professional knowledge among trainees and encourages professional pride. The goal here is to send the message that knowledge of human rights is a key element of professionalism in modern law enforcement and that, as professionals themselves, police trainees have both much to gain and much to contribute in this area. Flexibility of design and application To be universally useful, training courses must be designed in such a way as to facilitate their flexible use without imposing a single rigid focus or approach on trainers. Such courses must be adaptable to the particular cultural, educational, regional and experiential needs and realities of a diverse range of potential audiences within the target group. Accordingly, course materials are not intended to be “read” verbatim to trainees. Rather, trainers should select relevant material and create their own targeted presentation notes and materials based on the content of prepared materials and realities on the ground. For these reasons, training materials are constructed in self-contained modules, allowing appropriate selection and tailoring to meet particular needs and objectives. 2. Learning objectives The objectives of the trainer must be designed to facilitate satisfaction of the needs of the trainee. Three key learning objectives form the basis of this programme. They mirror the following three educational needs of participants in police training programmes: To receive information and develop knowledge – on what human rights and humanitarian standards are and what they mean. To acquire or reinforce skills – so that the functions and duties of the target professional audience can be fulfilled effectively with due respect for human rights. A mere knowledge of standards is not enough to enable trainees to translate these rules into appropriate professional behaviour. The acquisition of skills should be viewed as a process, since skills are finetuned through practice and application. This process I. Competency-based The Office’s training courses are intended to result in greater competence in the relevant field. Unlike briefings and seminars, training courses are designed around learning objectives, and all trainees are 4