compensation for their duties. For example, in the Netherlands it was thanks to a complaint brought to the court of Amsterdam by a lawyer that the principle of mandatory representation for minors suspected and accused of a crime was extended to minors that are summoned to come to the police station and not deprived of liberty.120 More generally, it is important to consider the larger impact of litigation including potential ‘unintended consequences’. Embedding strategic litigation into a larger strategy or a Theory of Change is important for litigators and clients to agree upon the intended outcome and expectations.121 Combining strategic litigation with other advocacy tools, like coalition building and media outreach, may increase the impact of strategic litigation. Ultimately, to enhance the impact of litigation, it is important that CSOs build trustful and sustainable relationships with lawyers and bar associations. It is thus recommendable to find ways to ensure regular exchange between CSOs, who are familiar with human rights shortcomings in law and policies, and practising lawyers, who may then use this information to identify potential cases and bring them court (see also above, § 2.4). 3.4 Training Definition and purpose Training can be defined as “the process of learning the skills you need to do a particular job or activity”.122 Human right training is defined in the UN Declaration on Human Rights Education and Training, Article 2, as follows: “human rights education and training comprises all educational, training, information, awareness-raising and learning activities aimed at promoting universal respect for and observance of all human rights and fundamental freedoms and thus contributing to, inter alia, the prevention of human rights violations and abuses by providing persons with knowledge, skills and understanding and developing their attitudes and behaviours, to empower them to contribute to the building and promotion of a universal culture of human rights.”123 Training is “an essential element of any change process that organisations undergo in order to adapt to concrete realities and related challenges.”124 The participants in the project all acknowledged the importance of training to strengthen procedural rights. Only if the key stakeholders involved - from police to lawyers - have the adequate capacities, can procedural rights be effectively guaranteed. Principles and strategic use There is extensive guidance on how to carry out effective training to promote human rights and the rule of law.125 The key aspect of effective (human rights) trainings is that it must target competencies at different levels, namely: • Knowledge, • Skills • Attitudes.126 120. Rechtbank Amsterdam, No. AMS 21/809 10-11-2021 <https://deeplink.rechtspraak.nl/ uitspraak?id=ECLI:NL:RBAMS:2021:6411>. 121. Tina Power, Michael Power and Ben Batros, ‘Strategic Litigation Toolkit: Prepared by ALT Advisory’ (Digital Freedom Fund) 15. 122. Cambridge Dictionary, ‘Training’ (2023). 123. United Nations Declaration on Human Rights Education and Training (2011) A/RES/66/137 (adopted December 2011) article 2(1). 124. Walter Suntinger, ’Chapter 13 Police Training and International Human Rights Standards’ (2018) in Ralf Alleweldt and Guido Fickenscher, The Police and International Human Rights Law (Springer 2018) 281-282. 125. See, amongst many others, Ibid. and UNODC, ‘Police Reform’ (2023) <https://www.unodc.org/unodc/en/justice-and-prisonreform/cpcj-tools-police.html>; FRA, ‘Fundamental Rights-Based Police Training – A Manual for Police Trainers’ (2019); OSCE and ODIHR, ‘Guidelines on Human Rights Education for Law Enforcement Officials’ (2012). 126. See the ‘Human rights education triangle’ in FRA, ‘Fundamental Rights-Based Police Training’ (2019) 14; OSCE and ODIHR, 41