CAT/OP/BRA/2/Add.1 IV. Socio-educational system 180. The Subcommittee’s report contains three paragraphs on the National System for Socio-Educational Support (SINASE). In light of the wealth of information that has already been provided by the Brazilian Government on the development of this system and the way in which it works, this reply focuses on specific aspects of the problem of torture and addressing it in the socio-educational system. 181. The Brazilian State believes that bringing SINASE in line with legal guidelines requires a concerted effort by the states and a theoretical educational framework. 182. Addressing violence against adolescents deprived of their liberty and conditions in socio-educational facilities are priorities for the Federal Government. The Human Rights Secretariat of the Office of the President, which set up the system, regularly schedules visits to these facilities to inspect the premises and to speak with adolescents and staff. The Federal Government is constantly investing in replacing overcrowded, inadequate facilities and constructing centres for integrated support. In 2013 alone, the Federal Government provided R$ 55 million in funding. 183. There are many challenges to achieving a policy on the use of socio-educational measures, depending on the way they are administered and regional differences. In order to break long-standing patterns of correction and punishment applied by those working with socio-educational measures, SINASE is investing in educational training. Training for professionals in all socio-educational establishments is being developed nationwide through the establishment of the National School of Socio-Education by the Human Rights Secretariat of the Office of the President. The National School of Socio-Education will open its doors in 2014 and combine good practices from the country’s units, with a view to exchange of experiences and further training for socio-education professionals through distance learning. The pedagogical framework and training courses (whether distance or partial or full attendance on-site) offer a special approach to training mediators, with an emphasis on restorative practices. This initiative also allows monitoring and quantitative evaluation, so as to collect national data on socio-education professionals and their expectations. 184. As to monitoring of the administration of the socio-educational system, the TenYear Plan for Socio-Educational Support, drawn up under Federal Act No. 12594/12, is now in publication. Under the Plan, the states and municipalities that do not have federal competence to implement socio-educational measures will have a year to develop and present ten-year plans that are consistent with the guidelines set by the Federal Government. Various actors from civil society and public authorities were involved in the drafting of the Ten-Year Plan starting in March 2013, namely: the Intersectoral Monitoring Committee of SINASE, the National Council on the Rights of Children and Adolescents, the National Council of Justice, the National Forum of Closed Centre Programme Managers of SINASE, the National Forum of Government Leaders of Agencies Implementing the Policy on the Promotion and Protection of the Rights of Children and Adolescents, the National Forum on Juvenile Justice, the Ministry of Education, the Ministry of Health and the Ministry of Social Development. In addition, public consultations were held between May and June 2013. 185. One of the objectives of “socio-educational training” is tackling institutional violence through the following: (a) Encouraging advocates of socio-educational policy to join state committees and mechanisms and district councils on preventing and combating torture (the National Committee on Preventing and Combating Torture/the National Mechanism to Prevent and Combat Torture), in accordance with Federal Act No. 12847/2013; 38 GE.14-42059