Asia Pacific Forum of National Human Rights Institutions 2. Why do we need to integrate gender equality into APF’s training programs? For the purposes of this guideline, please note that women and girls include trans women and trans girls. Gender equality and gender mainstreaming is a priority to the APF membership2, recognising that gender equality is vital in achieving substantive equality for all. The work practice of the APF, its trainers, staff and its member NHRIs is directly related to our collective capacity to effectively integrate gender and the rights of women and girls. This also applies to APF training practice. For example, the way in which the APF conceptualises its training and its implementation can help determine whether or not particular issues that impact on women and girls are brought into focus in the training. This is not always self-evident or easy, and will often require advice from gender experts. In addition to APF’s strategic goals, the Sustainable Development Goals (SDG), which will guide development policy and funding for the next 15 years, identifies achieving gender equality (goal 5) as necessary for development. NHRIs, by virtue of their nature, play a vital role in working towards the realisation of these goals in countries. Furthermore, international treaties such as the Convention of the Elimination of all forms of Discrimination Against Women (CEDAW) prohibits direct and indirect discrimination against women and girls. Direct discrimination occurs when a difference in treatment relies directly and explicitly on distinctions based exclusively on sex and characteristics of men or of women (e.g. inheritance law based on patriarchal transmission). Indirect discrimination occurs when a law, policy or programme has the effect of creating or perpetuating inequality between men and women (e.g. a law on working hours).3 Wherever a gender neutral approach is applied that does not make explicit the distinct and differential situation of women and girls or the specific inequalities arising across genders, this prevent us from seeing or addressing the issues for women and girls. If we don’t actively and intentionally include women and girls, our systems may unintentionally exclude them. Asking questions from the start of the development of APF training manuals and training is therefore essential to achieving substantive equality. Integrating gender equality within APF training can create more inclusive and effective training programs. It can also contribute to achieving gender equality by encouraging greater representation and participation. The training can lead to notable changes in participants’ personal attitudes and behaviours in relation to gender, which, in turn, can inform longer-term change in institutional and structural practices and attitudes and behaviours. 6