Part II: Preventing torture: NHRIs in action Insights from practice: The Namibia Ombudsman launched a country-wide police training program. This included both the development of a new police training manual on torture and ill-treatment and a national media campaign. The lessons-learned from detention monitoring visits informed each training session and a process of special briefings, leadership meetings and peer-to-peer exchanges helped to share the key training messages as widely as possible. One of the keys to the training success was focusing on constructive attitude changes, rather than using a naming and shaming approach. The Kenya National Commission on Human Rights has been involved in a process led by the National Police Service to review its curriculum and incorporate a human rights-based approach, including on the pre¬vention and protection of sexual violence. The NHRI has been advocating for the creation of guidelines for the members of the National Police Service on how to use force, and how to prevent and protect from sexual violence, in their operations101. 2. Delivering training courses NHRIs can consider delivering training courses for professional groups directly involved in deprivation of liberty, such as police, prison officers, army personnel, and health and social care service providers. Peer learning is known as an effective way to build trust and encourage participation. This model brings participants from the same sector together, so they can exchange experience, discuss human rights issues in relation to their everyday work and learn from each other. It may therefore be preferable for officials to be trained on human rights and torture prevention by people from their own profession. Another option is to establish a mixed training team, composed of representatives from the NHRI and representatives from the professional group. NHRIs could work with senior officials that are still in service or retired as potential trainers or experts to advise on the training curricula and course materials. Alternatively, NHRIs can focus on developing and running “train the trainer” courses, with regular follow-up and evaluation included as part of this strategy. Where appropriate, NHRIs can be involved in directly training public officials. Like with any human rights education activity, this will involve three phases: design and planning, implementation and evaluation (see also Chapter 9). Planning tools such as the “Logic Model” can assist NHRIs to deliver trainings based on the torture prevention outcomes it is trying to achieve.102 In the training cycle, NHRIs should take account of the following principles. • Needs assessment: The content, structure and methodology of the training programme should be tailored to the meet the identified needs of the participants and the organization. A bottom-up approach could be interesting and lower ranking officials could also be consulted during the needs assessment. • Selection of participants: Training must be available for officials who have direct contact with detainees, not just high-ranking officers or new recruits receiving basic training. Women and men should have equal access to trainings. For more impact, it is better, when possible, for participants to volunteer rather than being designated. 101 GANHRI, Preventing and Eliminating All Forms of Violence Against Women and Girls: The Role of National Human Rights Institutions: A contribution to the review and priority themes of CSW63, 2019, p. 29. 102 See APF, Human Rights Education: A Manual for National Human Rights Institutions (revision 2019), Chapter 6: Planning and designing human rights education, pp. 62–76. 83