Set clear objectives for different types of training

Three key objectives which training initiatives can support include:

• Knowledge and social awareness-raising: Most training programmes attempt to provide information and raise awareness about the context of gender inequality and discrimination against women as part of an introduction to the causes, contributing factors and consequences of violence. They include topics such as: international laws and human rights standards which establish the role and responsibilities of police and armed forces in promoting gender equality within their institutions and addressing gender-based violence; national and local legislation on violence against women or crimes related to specific forms of abuse, as well as policies, protocols and standard operational procedures for responding to incidents of violence, including immediate actions to be taken, procedures in investigation and reporting, interviewing, providing referrals and coordinating with other agencies, among other survivor services. Examples of training objectives might include:

  • to help personnel to understand the socio-cultural context in which violence against women occurs (and is perpetuated);

  • to increase knowledge about the needs of victims and the services available, toward both empowering survivors and supporting stronger cases; and

  • to understand the principles of a ‘do no harm’ approach in order to ensure that survivors and witnesses are not further victimized as a result of the investigation (i.e. by ensuring a survivor-centred approach).

• Attitudinal change: Some programmes acknowledge that prevailing social norms and attitudes are a barrier to women and girls accessing security and justice. These programmes may focus on self-awareness, life skills (such as interpersonal and communication skills, stress and anger management, attitudes and behaviours towards women), as well as broader awareness of violence against women. For example, a training might aim to promote attitudinal change among all uniformed personnel and security leadership or make personnel aware of their own attitudes on gender, sexuality and violence in order that they do not interfere with or prejudice investigation. See the Pakistan Rozan Rabta case study for an illustration of this type of training.

• Skills development: Some training programmes may seek to build the skills of officers in specific practices (e.g. response protocols, investigating reports of violence, evidence collection, risk assessment, interviewing survivors, witnesses and alleged perpetrators, case management, and prevention activities). Such programmes focus on technical training for personnel providing frontline support to survivors, including immediate protection, medical assistance, referrals and coordination with other service providers, and working with perpetrators, in dangerous situations, etc. Training objectives might include:

  • To develop technical, analytical and social skills to design and manage complex investigations.

  • To develop skills to engage in risk reduction and prevention activities.

• The following questions can help to establish clear objectives for training courses or programmes:   

  • Who does the training target (police officers and chiefs in a specific station, from a specific unit, all recruits, etc.)? Can training be delivered to these personnel together or should there be separate courses for different grades or roles of personnel?

  • Will the training be implemented over time or as a single, short-term intervention? One-off trainings or those conducted over a short time period are unlikely to lead to attitudinal change, and objectives should be based on realistic changes which can be achieved among participants.
  • Is the purpose to increase knowledge or raise awareness? On what specific areas?

  • Is the training also intended to change attitudes or perceptions held by security personnel? Which attitudes?

  • Is the purpose to develop specific skills? Which skills?

(Rozan, 2011; UNODC, 2010; IACP, 2010; Agneta M. Johannsen for DCAF, 2009).