Accountability Cooperation professionalism Security Stability

Transcription

Cooperation Security Commitment
GoodAccountability
Governance Security Commitment Sustaina
SecurityCooperation Security Stability
Trust Cooperation peacebuilding Security Professionalism Sustainability
peacebuilding Justice Security Commitment
StabilityTrust Capacity Development Commitment
Accountability
Professionalism Stability Capacity Development Commitment
Trust Cooperation Security Justice
Developing Capacities,
Enhancing Professionalism
Lessons Learnt from GIZ Training for the Police worldwide
Police-Innen-1A.indd 1
20.06.13 10:14
As a federally owned enterprise, we support the German Government
in achieving its objectives in the field of international cooperation for
sustainable development.
Published by
Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH
Registered offices
Bonn and Eschborn, Germany
Dag-Hammarskjöld-Weg 1-5
65760 Eschborn, Germany
T +49 61 96 79 - 0
F +49 61 96 79 - 11 15
[email protected]
www.giz.de
Editorial Board
Kristin Höltge / Katharina Niederhut / Hannes Lambrecht
Editors
Katja Schemmann / Christine Rosenbrock
Layout
Iris Christmann, cmuk, Wiesbaden
Photo credits
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Rohrbach; Page 18: GIZ/Ruth Langer; Page 19: GIZ/Moses Abangi; Page 21: GIZ/
Hannes Lambrecht; Page 22, 24: GIZ/Nicole Zreineh; Page 27: GIZ/Ruth Langer;
Page 28: GIZ/Hannes Lambrecht;
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Special thanks to all colleagues who contributed to this publication:
Martina Bernauer, Daniel Bernhardt, Moritz Boltz, Radu Buica, Michaela Cveckova,
Anja Dahl, Alexander Fritsch, Ada Hakobyan, André Heinrichs, Constanze Helmchen,
Claudia Höchst, Georg-Sebastian Holzer, Dr Iram Khola, Katrin Ladwig, Ruth Langer,
Dr Elisabeth Leiss, Barbara Mannert, Gary Menzel, Sabine Midderhoff, Jolie-Ruth
Morand, Inga Niere, Pia Oelke, Katharina Plogmaker, Roman Poeschke, Elke Schade,
Sophia Schäfer, Inti Schubert, Michael Sekalala, Birgit Stanzel, Mathias Steinebach,
Julia Karola Unger, Sabine Wenz
Date
Eschborn, Juni 2013
20.06.13 10:14
Lessons Learnt from GIZ Training for the Police worldwide I
Preface
01
Preface
Armed conflicts deprive people of their lives
and wellbeing, negatively affect livelihoods,
destroy physical, political and social infrastructure and create an atmosphere of insecurity
and distrust. In these contexts, the state’s monopoly of violence is seriously undermined and
key security institutions are often not in a position to protect their citizens. Frequently, these
challenges persist even after direct hostilities
have ceased. In fact, many post-conflict countries struggle with the immediate challenge of
(re-)building their internal security forces, most
importantly the civil police. They are confronted
with difficult challenges including an eroded
human resource base, poor institutional structures, inadequate training, lack of equipment
and infrastructure, unbalanced representation
of certain groups (i.e. gender, regions, ethnic),
disregard for human rights, and susceptibility
to corruption. Without a reliable, national police
force capable of keeping public order, protecting citizens from predation and upholding the
law, however, disorder and impunity can linger
long into peacetime and undermine development efforts. Under these conditions, many
citizens view the police as potential menace
rather than as service provider or source of
protection.
Increasingly, international cooperation has
provided assistance to countries in managing
these challenging transitions. A key component
of such cooperation is police training and
mentoring that focuses on greater professionalism, respect for human rights and the rule of
law within the police.
The Deutsche Gesellschaft für Internationale
Zusammenarbeit (GIZ) has been an implementing agency for German and international police
assistance for over 10 years, our services are
based on a systemic approach to strengthen
the capacities of police authorities, combining
training and mentoring with longer-term
organizational development and reform processes in the security sector. Overall, however,
security sector reform remains a relatively
young field of engagement for international
cooperation and there is a great demand
for learning from both successful practice
and challenges encountered. Over the last
18 months, a group of GIZ colleagues came
together on GIZ’s global platform Network
International Cooperation in Conflicts and
Disasters (NICD) to collect, critically reflect on
and systematize their experiences in the field
of police training. The release of this publication now marks the culmination of this very
fruitful process and we hope that it provides
practitioners with a useful, hands-on reading
that yields orientation and practical recommendations for existing and innovative ideas for
the design of future programs in the police and
security sector.
Dr Roman Poeschke Constanze Helmchen
Head of Division 48 Security, Speaker of the GIZ Network International Cooperation
Reconstruction and Peacein Conflicts and Disasters (2010-2012)
Eschborn, Juni 2013
20.06.13 10:14
02 Introduction I
Lessons Learnt from GIZ Training for the Police worldwide
Introduction
The objective of this publication is to guide and
support practitioners in international development in designing and implementing Capacity
Development programmes in the field of policing. It is based on systematic data collection
and analysis, and takes into account experiences from seventeen projects in Africa, Asia,
the Middle East, and Latin America. The projects
mentioned in this publication are funded by the
German and the Dutch Government as well as
the European Commission and implemented by
GIZ in partnership with international organizations.
Capacity development (CD) in the field of policing is a relatively new area of practice for GIZ.
After more than four years of experience, GIZ is
now an established provider of capacity development services to police institutions around the
world.
While CD is one of GIZ’s core businesses, police
training addresses human resource development
as part of a holistic and strategic approach
and focuses on the skills of individual police
officers as well as on organisational level
and further supporting aspects of institutional
and network development. For this reason, GIZ
makes regular use of its management tool box,
Capacity WORKS, in its police training projects
to strengthen its methodological approach.
This publication is the result of an 18-month
participatory process that began with a workshop on police training activities at the 2011
conference of the Network International Cooperation in Conflicts and Disasters (NICD) and
continued online through the NICD 2.0 platform.
These discussions revealed the need for GIZ to
systematically collect, analyse, and publish its
experiences in police training for use by GIZ
colleagues as well as national and international
practitioners.
To move forward on this, GIZ organized two
regional follow-up workshops: one for the
regional Police Programme Africa and a second
for the Coordination of Police and Prosecutor
Training in Afghanistan (CoPP) project in
conjunction with the Pakistan Civilian Capacity
Building for Law Enforcement (CCBLE) project.
Participants in these workshops developed
comprehensive questionnaires that were
subsequently disseminated to all GIZ police
training projects.
Following this, the responses were reviewed and
analysed, and finally presented at a 3-day NICD
workshop held in Potsdam in early September
of 2012. Sixteen GIZ colleagues representing 10
projects came together to systematically discuss
the questionnaire responses and to share their
experiences on six aspects of police training activities: conceptualization; modules and
methodology; trainers and mentors; participants;
monitoring and evaluation (M&E); and administration.
Finally, an editorial board was created to coordinate the drafting and finalization of this publication, which summarizes the lessons GIZ has
learned with regard to police training and incorporates both the results of the questionnaire
and the discussions in Potsdam. It is organized
thematically and includes contact details for all
of the reviewed projects in the annex.
We hope that this compilation of experiences
and reflections positively contributes to the
planning and implementation of future police
training projects.
Kristin Höltge
Katharina Niederhut
Hannes Lambrecht
Editorial Board
20.06.13 10:14
Table of Content
03
Table of Content
1.0
Conceptualizing training courses04
1.1 Commitment and sustainability
05
1.2 Training needs assessment
05
1.3 Coordination with international stakeholders
06
1.4 Training Design
06
2.0
3.0
Modules and methodology
2.1 Content of training modules
2.2 Preparation of training modules
2.3 Methodology and Didactics
2.4 Rules applied during training courses
2.5Translation
08
09
10
11
12
Trainers and mentors13
3.1 Identifying and selecting trainers
14
3.2 Training of Trainers (ToT)
15
3.3 Mentoring and Follow-up
15
4.0Participants16
4.1 Selection of participants
17
4.2 Profile of participants
18
4.3 Staying in contact with participants
18
4.4 Debriefing of participants
18
5.0
Monitoring and Evaluation (M&E)
5.1 Assessing the learning success (output)
5.2 Assessing the use of the knowledge acquired (outcome)
5.3 Assessing systemic changes/improvements (impact)
19
20
21
21
6.0Administration22
6.1 Financial aspects
23
6.2 Payment Procedures
24
6.3 Logistical arrangements
25
6.4 Procurement: Equipment and training materials
26
6.5 Opening and closing Ceremonies
26
Annexes
Annex
Annex
Annex
Annex
Annex
1: Selected literature
2: References to GIZ Police Training Projects
2.A: Projects in Africa
2.B: Projects in Afghanistan, Pakistan and Palestinian Territories
2.C: Projects in Latin America
28
30
34
36
36
Abbreviations37
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1.0
ConCEPTuaLIZInG
TRaInInG CouRSES
04
Congolese police officers in Goma are trained in taking finger prints
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Conceptualizing training courses
05
Joint needs assessments
1.1 Commitment and sustainability
A precondition for the success of any police
training course is the commitment of the
national counterpart, e. g. the national police
institution or the Ministry of Interior. While
training must be requested by the partner
and should be driven by the most senior
level of police command structure, commitment throughout the hierarchy is essential to
success. Only when the national police structure supports and rewards the application of
knowledge and skills acquired through training
courses will training projects lead to lasting
and pervasive behavioural and organizational
change.
National partners need to be actively involved
at every stage in the training process. The
partner command structure should designate
one person (or one unit) as the focal point for
cooperation in general, and for training issues
in particular, as it is important to a have a
single point of entry to prepare, steer, certify
and follow-up on training measures. In terms of
sustainability, the more senior levels of the police command might also need to be sensitized
to ensure that trained police officers hold or
are moved into positions in which they can apply their newly-acquired knowledge and skills.
1.2 Training needs assessment
Needs assessments are crucial for engaging
in a constructive dialogue with partner organizations. Most training needs assessments
are carried out jointly by the partner and the
project commissioned by GIZ’s service clients.
In some of the cases covered in this report,
needs assessments further involved commissioning national or international consultants
and/or were carried out jointly by GIZ and the
international police mission on the ground (e. g.
EUPOL, UNPOL).
The project in the Democratic Republic of Congo (DRC) has
carried out joint needs assessments with the national police
and international stakeholders (DFID, France, and EUPOL). This
approach has so far been well-received by all stakeholders
and supports the continued improvement of coordination. International partners will also take part in the annual planning
workshops of the project for the following years.
GIZ: Police Project DRC
Needs assessments can also be based on studies previously conducted by the partner institution. However, existing assessments should be
reviewed and validated together with partners.
The expertise, resources, and time required
for a needs assessment varies dramatically
depending on the content and the objectives of
the planned training measures.
Gender should be systematically factored into
the needs assessment, from designing questionnaires, to selecting interview respondents
to reviewing existing documents. Various GIZ
gender analyses may provide pointers for
integrating gender sensitivity into police training.1 Gender sensitivity should be integrated
in training plans and curricula, either those
that are in the process of being established
or those that are already in place. In some
countries a gender-sensitive training policy is
in place which can be used as a starting point.
1
See Annex 1
The experience of police reform in a post conflict context shows that a frequent obstacle to
female promotion in the force is the relatively
low level of educational attainment among
female officers relative to their male peers
resulting from years of neglected schooling
for women in general. In order to be able to
design appropriate, gender-sensitive training
strategies, it is necessary to gather education
background information on all of the women
participating in the program. The efficacy of
gender-sensitive training hinges on both indi-
TrustJustice Capacity Development Commitment
Accountability Cooperation Professionalism Security Stability
Professionalism Stability Capacity Development Good Governance
Trust Cooperation
Security Justice
Stability
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I Lessons Learnt from GIZ Training for the Police worldwide
Organizational Development & Gender
In Nicaragua, GIZ, commissioned by the BMZ, supports the human resource
department of the National Police of Nicaragua in order to evaluate and
improve the application of gender equality in the selection, training, and
development of personnel. An auditing process and related studies led to
an action plan on how to improve gender equality within the institution.
Steps to systematically reform the police promotion system and to increase transparency within the system were taken.
Counterparts in this project included the Gender Secretariat, the Gender
Department, the Police Academy, as well as the project division and the
division of personnel
GIZ: Strengthening Civil Rights-Programme, Nicaragua
2
Tools for stakeholder
matrix can be found in the
GIZ Capacity Works Toolbox, see Success Factor
Cooperation.
3
E. g. in form of
Terms of Reference, within
the official implementation
agreement etc.
vidual motivation and the provision of equal
training opportunities to men and women in the
police force.
It is useful to develop a stakeholder matrix in
order to ensure that all relevant national stakeholders (e. g. senior police management, heads
of police training, directors of police training
institutes, trainers, etc.) as well as international
stakeholders have been addressed in the course
of the needs assessment.2
An example of a stakeholder map
International
actors
Secondary
stakeholders
Human Rights
NGOs
Civil society
Primary stakeholders
NGOs
Civilians
German police
authorities
Police senior
management
Individual Police
Officers
Key stakeholders
International
Police Missions
(EUPOL / UNPOL)
Police
Training
Activities
Trainers
International
donors
German
Embassy
Other funding
agencies
BMZ / German
Public Sector
Clients
Directors of police
training institutes
/ Police Training
School
Ministry of
Interior
Judicial Actors
Other state
actors
State
It is also important to be aware and take into
consideration the existence of informal stakeholders (i.e. individuals of significant influence
concerning the subject matter, who may not
have formally recognized status). For this, consulting with a national facilitator who may have
a better understanding of such aspects can be
very useful. Informal stakeholders may have to
be involved in the planning process or even the
actual training (e. g. as a resource person).
1.3 Coordination with
international stakeholders
The consultation with other stakeholders
(e. g. bilateral, international donors, implementing agencies working in the security and/or
governance sectors) during the needs assessment and a possible subsequent briefing of its
findings can be a good starting point for liaison and coordination with other stakeholders.
In some countries stakeholder groups exist and
meet regularly (monthly, bi-monthly) to update
each other on their activities. This is useful for
harmonizing existing approaches and to increase
complementarities, synergy and adequate sequencing of different training courses offered by different agencies/donors. It is recommended that such
coordination meetings take place and are initiated
respectively. Relevant German police authorities
working in the respective country should be informed in the early stages of the planning process
and active cooperation should be sought.
1.4 Training Design
It is important to agree with the partner organization on the key aspects of the training in
a written document.3 GIZ and national partners
should develop this document jointly, taking into
consideration the particular context of the country
and its diverse cultural background. International
Trust Cooperation
Stability
20.06.13 10:14
ce
07
partners such as EU or UN police missions should
be informed and/or involved. There is no particular format to be used for drafting the document;
however, the following aspects should be covered,
taking into account gender dimensions:
> Objectives of the training course
> Target group of the training course and selection criteria for participants
> Results of the training needs assessment with
specific focus on the target group
> Training content
> Responsibilities of the national police, GIZ and
other partners
> Details regarding duration, venue, dates, and
trainers
The training design needs to determine the target
group: police officers from the field, on a senior
level, mixed hierarchical levels or joint trainings.
Joint training courses (e. g. police, prosecutor,
judges, media, etc.) or interregional training have
proved to be very successful as they help to create an understanding between different stakeholders, authorities and departments, and contest
perceptions. However, facilitation of cross-institutional training can be challenging because of
stereotypes and different organizational cultures.
Concerning content it is important that crossinstitutional courses focus on topics which are
relevant for all participants; concerning functions
it is crucial to match hierarchies and respective
skill sets. Additionally, it is advisable to match
participants with their counterpart department/
authority (e. g. police and prosecutor) from the
same district.
One challenge in preparing training courses is
the (pre)selection of participants (see Chapter
4.1). Selection criteria for participants should be
developed jointly with the partner based on the
existing standards of the national police. Details
on the selection process and selection criteria
should be included in the written agreement
between GIZ and the partner.
A Burundian Police Officer learns about her role within the police
Normally, there are between 15 and 30 participants per training course. The ideal group size
depends on the number of trainers and assistants, the subject matter and the teaching style.
When planning the overall timeframe of the
training course (in particular for residential
courses) consideration should be given to the
fact that the partner needs to cover absences of
the participants during training periods. A long
absence of one or more police officers might
cause difficulties to the local police. In many
cases, police officers receive low salaries, and
sometimes have several jobs that they pursue
after or before official working hours. This further complicates long absences. Equally, family
responsibilities of (in particular female) police
officers need to be taken into account. Since
police women usually have a double-role to fulfil
– as police staff and as mothers – the family
context is an important variable for explaining
women’s specific needs of combining training
and family responsibilities.
It should be noted that in many countries it is
common for participants not to be on time. Muslim prayer times (especially at lunch time and
on Fridays) and national holidays also need to
be taken into consideration.
Cooperation professionalism Security Stability peacebuilding
Good
Governance Security Commitment Sustainability
Accountability Security Cooperation Security
Stability Trust
Cooperation peacebuilding Security professionalism
Sustainability
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2.0
MoDuLES anD
METhoDoLoGy
04
Learning techniques of identifying and comparing finger prints in the DR Congo.
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09
Gender Sensitive Training Course in Pakistan
2.1 Content of training modules
The course content should reflect the findings
of the training needs assessment and consider
GIZ’s comparative advantages as well as the
availability of technical expertise by local and
international experts and within GIZ. For example, forensics training could be covered by the
police mission while gender expertise might
be available at local organizations. In most
countries there is a need for specialist police
training, management training/general skills
development and the integration of crosscutting issues.
Experience has shown that it is advisable to
start with technical training topics such as forensics, especially in a country where GIZ might
not yet be an established actor in police training.
In the longer term, other areas of support (e. g.
In the past GIZ has implemented, organized or
financed the following specialist police training
(among others):
In Pakistan, GIZ has developed a 5-day training module on Gender
Responsive Policing including the following topics: fundamental human
rights in Islam with special emphasis on women rights, gender related
misinterpretations of the Koran, national and international commitments
on human rights and women rights, basic communication skills
emphasizing traditional values, and violence against women. Beginning
the module with an Islamic reference lowers the resistance of the
participants to deal with gender issues, including gender based violence.
GIZ: Gender Responsive Policing Project (GRP), Pakistan
police reform or organizational development) to
the police may be envisaged.
GIZ facilitates training courses as in addition to
supporting Training of Trainers (ToT). Specialist
police training is usually carried out by (external) national or international police trainers.
GIZ functions in this regard as facilitator and
organizer of the training courses. Mostly, but not
exclusively, the following three types of training
courses (long-/short-term) are conducted4:
> Crime Scene Investigation and Management
> Evidence Collection, Forensics
> Investigation Methods and Techniques
> Investigative Interviewing
> Operational Criminal Intelligence Management and Analysis of Terrorism Processes
> Investigation of Gender Crimes / Sexual and Gender Based Violence (SGBV)
> Victimology5
> Community Policing
Regarding management and administration training
GIZ supports courses such as:
> Management and Leadership
> Infrastructure Maintenance
> Facility Management
> Police Post and Police Station Management
> Financial Management
> Personnel Auditing
> Human Resource Development
Training on cross-cutting issues (among other)
include:
> Gender Mainstreaming
> Literacy Courses
> HIV Mainstreaming
> Domestic Violence
> Human Rights
> Child Protection
> Community Policing
> Transparency and Integrity / Anti-Corruption
> Media Training
4
GIZ does not currently
organize training courses on
Counter-terrorism related
to intelligence co-operation
or military measures, Riot
policing, Weapons training,
Policing related to (human)
trafficking.
5
Victimology describes
interactions between victims
and the criminal justice
system, the family and the
community.
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2.2 Preparation of training modules
Presentation of the results of a joint police-prosecutor working group in Mazar-e-Sharif/Afghanistan
INSTITUTIONAL SUPPORT
Since 2009 the Police Programme Africa, commissioned by AA, has been
supporting capacity development within the Sierra Leonean Police (SLP).
The project focused especially on supporting the Training Department
and the National Police School. Beyond financing specialised trainings,
the project strengthened the necessary institutional capabilities to plan,
implement and monitor human resources development and financial administration within the SLP.
In this regard police officers from the Internal Audit Department, the
Corporate Affairs Directorate, and the Training Department as well as
various divisions from around the country received an advanced financial
services training, which was conducted at the Police School. The instructors were drawn as resource persons from different ministries such as
Ministry of Finance, the Procurement Department of the police, and the
Office of Auditor General who are well acquainted with financial accounting/procurement and other administrative procedures. The activities were
accompanied with the training of police officers, who received a 6 week
computer training in the use of different text and data processing as well
as financial management software systems. The trainings have been con-
In many countries national training curricula for
different levels of police officers (from police
recruits to command level) do not exist or are
outdated. This often results in several donors
financing the development of different specialist training courses, leading to a piecemeal
approach in police training. The situation is exacerbated by different policing traditions (German Länderpolizei, the francophone model (e. g.
including a Gendarmerie) the Anglophone policing model, etc.) of different countries providing
support. It is of utmost necessity to ensure that
new training courses are an integral part of the
national police training strategy and are aligned
with the national curricula. However, the quality
of the strategy and/or curriculum should be
assessed and necessary modifications should
be discussed and validated together with the
police structure. This is vital in order to ensure
ownership and subsequent usage of the training course material. If no such strategy and/
or respective curricula exist, the project should
support their development.
The development of new training material
should have the institutional support of the
police training department. This support should
ensure that the training department has the institutional capabilities to steer national and international initiatives to upgrade the capacities
of the national police force and to coordinate
all agencies/donors supporting police training.
If the national partner is not yet in a position to
play such a coordinating role, in the interim the
GIZ project team should facilitate the exchange
of relevant donors and the national partner and
continuously support the partners’ institutional
development.
ducted by a local IT school.
GIZ: Police Project Sierra Leone
Good Accountability
Security Cooperation professionalism Security Stability
Cooperation peacebuilding Security professionalism Sustainability Trust
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Management-trainings for Specialized SGBV Units
Training materials should reflect the particular
country context (e. g. the national legal framework, cultural aspects). In some countries,
training materials need to be developed from
scratch, whereas in others, training materials already exist and can be updated and/or
adapted. If training materials exist, it is useful to
hold a workshop to review all training material to assess what can be updated and what
needs to be developed. The development and/or
revision of training materials should involve both
national and international police experts. Once
developed, training materials should be tested
in pilot training courses. The final version should
be formally validated by the authority in charge
(e. g. the police, the respective ministry or other
government board involved in police reform)
and integrated into the national curriculum. The
relevant stakeholders should be kept informed of
the validation process and should receive copies
of the final training materials.
In DR Congo (DRC), GIZ, commissioned by AA, supports the development and implementation of a management-training program for
senior police officers. The project aims to strengthen specialized
police units, which combat sexual and gender based violence as well
as violence against children. Using local and international expertise
in the development process from experts of the Congolese national
police, the EU police mission (EUPOL) and the UN police mission
(UNPOL), the management curriculum has been elaborated under the
auspices of the Vice Minister of Interior. GIZ facilitated several preparation workshops, in which all parties involved developed a 10-day
training programme. Due to the quality of the modules and the active
involvement of the Congolese police, the police reform board validated
the training programme on a national level. The modules are now part
of the national police training curricula in DRC.
The training program features relevant management and decisionmaking training for senior police officers as well as human resource
management, conflict resolution and knowledge management.
After a piloting phase in March 2012 additional trainings in Kinshasa
and Goma followed. GIZ not only advised during the development phase but also supports trainings and evaluations, in order to continuously improve the curriculum. Furthermore, the participating Congolese
experts, who independently conduct the trainings, are supervised and
supported throughout the process.
GIZ: Police Project DRC
2.3 Methodology and Didactics
Training courses should be carried out in an interactive and participatory way (e. g. role plays). It
has proved useful to mix lecture type teaching including a wide range of local examples with more
interactive group work and discussions. Also, the
use of different media should be explored, such
as comic strips, theatre, local broadcasting, and
training videos. Those locally adapted training
materials should be produced in cooperation with
local actors in order to reach participants. GIZ has
experience supporting the participatory adaptation
of training material to local values and customs.
Some projects utilize e-learning tools and the
Internet, but these measures may not be appropriate for every project and can be difficult to use in
contexts of low literacy and unreliable power supply or internet connection. Some projects also hand
out an abridged version of the training module to
participants for self-learning purposes. Homework
after the course can help participants to connect
training content to their daily work. Awards for the
best team or best participant can help to strengthen participants’ motivation to learn.
Developing a training manual
A training manual developed for the Afghan context follows two
fictitious characters, the police officer Nasraddin and the prosecutor
Amanullah, investigating a mysterious murder case which the training
participants have to solve jointly. They discuss their actions in working
groups, solve exercises by applying the relevant legal provisions and
engage in role-playing to practice how to secure relevant evidence,
how to conduct witness interviews or how to report back to superiors. Relevant laws and training materials are provided. An hour-long
training movie “Commissar Amanullah” is shown close to the end of
the course. It provides material for heated discussions about good and
bad practice, and allows the participants to apply their new knowledge when arguing that Amanullah – although being the hero of the
piece – also makes procedural mistakes. This is the goal of training:
learning from mistakes in order to improve.
GIZ: Police Support Programme Afghanistan, Coordination of Police and Prosecutor Training
(CoPP)
Commitment StabilityTrustJustice Capacity Development
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Security Justice
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12
Additionally, some projects decided to set up
the rule that no signs of rank were used during
the course in order to allow open and frank
discussions. Other projects try to avoid “mixed
rank trainings” arguing that participants often
know each other, and even without visible signs
of rank, some police officers might feel inhibited.
2.5 Translation
Challenge in Afghanistan:
Winning female trainers and participants for the police-prosecutor training courses
2.4 Rules applied during training
courses
A number of standard rules are applied in each
training course and are agreed upon with the
participants at the beginning of the course. The
participants can also play an active role in
setting the rules. Often, a system is introduced
whereby each day another trainee is responsible for ensuring that the rules are respected.
Common rules are:
> Be on time
> Do not use mobile phones during the course,
or else put phones on silent mode and take
urgent calls outside the classroom only
> Only one person speaks at a time
> Show respect for each other, even when one
disagrees with a statement made
> Select one representative who speaks for the
entire class
> Keep the classroom autonomously clean and
tidy
Ideally, training should be conducted in the local language. Therefore, wherever possible, GIZ
should rely on the expertise of national trainers who deliver training in the local language.
If national expertise is not sufficient (in terms
of qualification, knowledge, availability, etc.)
and the use of international trainers is unavoidable, it is strongly advised to examine the
language skills of the participants beforehand.
Especially in countries where participants’ command of English, Spanish, or French is considered limited, the employment of a capable
national police officer for interpretation should
be considered. If external interpreters (national
or international) are used, it should be ensured
that the interpreter is capable of interpreting
technical police terms. It is therefore desirable
to progressively build up the capacity of local
trainers. Also, the experience with using trainer
teams (local/international) has been very positive.
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Lessons Learnt from Police Training I
3.0
Modules and methodologys
13
TRaInERS
anD MEnToRS
Police operator training in South Sudan
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Trainers and mentors
Experts for cross-cutting issues
In Afghanistan for example, the Afghan Independent Human
Rights Commission has been involved in teaching crosscutting issues such as gender and human rights as a general
subject as well as the application of Afghanistan’s specific
Elimination of Violence Against Women (EVAW) Law. Similarly,
a defense lawyer from the Afghan Independent Bar Association
(AIBA) has provided lectures on the rights of suspects.
GIZ: Police Support Programme Afghanistan, Coordination of Police and Prosecutor
Training (CoPP)
3.1 Identifying and selecting trainers
GIZ has found that using qualified local police
trainers is the best way to convey training content and to promote ownership on the partner
side; however, local trainers with the required
expertise are sometimes unavailable. In these
cases, GIZ recommends the use of available
regional expertise. For example, regional networks
of experts and trainers, or a regional trainer
exchange. For cross-cutting issues, trainers from
local non-police institutions can be used.
Cooperation with the police authority
of the federal state of Rheinland-Pfalz (LKA)
In Rwanda, the AA commissioned Police Programme Africa closely cooperated with officers of the Criminal Police (LKA) Rheinland-Pfalz, who
conducted four workshops on sexual and gender based violence (SGBV)
and on traffic policing in 2009 and 2010. In addition, the LKA supported
annual missions to develop new areas of collaboration, such as the predeployment training of Rwandan police officers for international peacekeeping missions. Female trainers can usually better understand the needs
and challenges of female police officers and are capable of adjusting
trainings accordingly.
GIZ planned and implemented the project and used LKA officers whenever
technical input was needed. This way, LKA could use GIZ’s well-established network and competent experts as a resource. In terms of funding,
the GIZ took over the costs of preparation, transportation, accommodation
and deployment, while the LKA provided police officers to run the training
courses.
GIZ Police Project Rwanda
It became apparent that - for policing topics
- seniority, work experience, and subject expertise are generally more important than teaching
skills. Most trainers improve their teaching skills
quickly on the job. Therefore, it is recommended to
use police experts for technical training courses.
For cross-cutting issues, however, seniority and
gender are less relevant than training experience.
Nevertheless, police training projects must support
the assignment of female police trainers. Female
trainers can act as role models for female participants. In addition, they tend to be more aware
of potential gender aspects in day-to-day police
work and are more concerned about addressing women’s needs within the institution. When
recruiting women as trainers, projects might have
to budget for childcare allowances and, in some
cases, accommodation for male family members
traveling with the trainers. This subject is of special significance in socially conservative countries.
As the availability of qualified local trainers is
limited, projects often make use of international
trainers, usually personnel of international police
missions or external police trainers. International
police trainers should concentrate on training of
trainers (ToT) for the purpose of creating a sustainable local trainer pool. GIZ’s experience with
international trainers is mixed; although they usually have the technical expertise, they often lack
knowledge of the local context and culture as well
as local languages. Sometimes even knowledge of
the French, Spanish or English language pose difficulties. Therefore, the use of a local-international
trainer tandem is recommended.
GIZ recommends drawing trainers from local or
regional trainer pools. When no such pool exists,
it could be created within local police structures,
ideally within the training department. However, it
is important to ensure that candidates included in
the trainer pool are actually available for carrying out training courses. To be effective, a trainer
pool needs to be actively managed by the partner
authority. The partner will need resources and
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Trainers and mentors
15
technical expertise to update the pool regularly,
maintain contact with the trainers, and organize
feedback and planning sessions.
Selection criteria for trainers should include
technical expertise, teaching experience, feedback from the previous courses, field experience
for practical skills like crime scene investigation,
and in-depth understanding of the local police
culture. The selection process could include the
review of references, telephone interviews, and
teaching tests. In some countries, local cultural
differences must be considered (e. g. place of
origin of a trainer).
3.2 Training of Trainers (ToT)
Training of trainers (ToT) should be integrated into
general training activities, in particular on basic
policing issues, as training needs will persist
over a long period of time, especially when police
forces are quickly expanding, and qualified local
training expertise is often in short supply. ToT is a
means of disseminating training course contents
and of enhancing sustainability by strengthening training capacities within the country. Adult
education methods should be included in any ToT
curriculum.
Where a ToT takes place, it is important to ensure
that those trainers trained will subsequently have
the opportunity to train others and are formally
recognized as police trainers within the police
institution. Where police trainers already exist
but are not sufficiently qualified, those individuals should be trained first. In addition, it is
recommended that project personnel develop a
follow-up mechanism to ensure that newly trained
trainers receive further support in conducting
training courses and that quality standards are
maintained. These quality checks can be conducted by international police experts (monitoring of
training courses) and trainers can deliver valuable
feedback on pilot training courses that can assist
GIZ and its partners in designing future courses.
Head of violence Against Women Unit of the Attorney General’s Office from Jalalabad and
CID Police Officer from Kunar exchange their experience
BU: Blindtext steht hier Blindtext steht hier
3.3 Mentoring and Follow-up
Follow-up trainings and mentoring are particularly
useful in cases where training courses result
in the development or change of organizational
procedures within the police institution. Therefore,
regular visits by mentors should be scheduled to
support former trainees in implementing organizational change and new routines and procedures.
Refresher courses are also useful.
POOL OF AFGHAN MENTORS
Because EUPOL’s resources to provide mentoring to Afghan police
officers are not expansive, the project established a pool of Afghan
mentors. The pool combines subject expertise and experiences from
current case work management in the provinces, and is expected to
ensure continuous follow-up on training activities.
GIZ: Police Support Programme Afghanistan, Coordination of Police
and Prosecutor Training (CoPP)
Considering the relatively short duration of some
police support projects, the sustainment of longterm mentoring and support activities needs to be
considered early on. A pool of local mentors can
be established, provided the experts receive sufficient training on subject matter and mentoring
techniques, as well as official support from the
police hierarchy to act as mentors after international support ends.
.
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4.0
PaRTICIPanTS
04
Police officers in front of their police station in rural Sierra Leone
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4.1 Selection of participants
The selection process for training courses is important for managing expectations and maximizing
the benefit to the police. Selected participants
should be officers who will in the near future be
in positions to use the knowledge and skills they
acquired during training. Details of the selection
process should be specified in written document
(please see Chapter 1).
It is important to agree on the following details
with the police training department:
> Approximate number of police officers to be
trained
> Duration of the training and hours per day
> Selection criteria such as rank, years of relevant work experience, literacy level and
language skills, sex, operational area, and
willingness to participate and work as a trainer
in the case of ToTs
> Selection process
> Quota for female participants (optional)
Once selection criteria have been agreed upon
with the partner, applying them is the ultimate responsibility of the police institution. However, in a
few countries, selection of training participants is
done jointly by the police and GIZ. In others, GIZ
has very limited influence on who is selected and
whether the selection criteria have been properly
applied. Therefore it is very important for project
personnel to invest in and maintain good relationships with the command level of the respective
police authority.
In most countries, ensuring participation by
women is challenging either because there are
very few women in the police force overall or
because the majority of women police officers do
not meet the selection criteria due to illiteracy or
low rank. In order to attract female participants,
the assignment of female trainers might be necessary to convince commanders of the importance
of sending women to training courses. Additionally, it is sometimes necessary to apply different
Participants
17
selection criteria to female police officers in order
to ensure the participation of women.
Conducting joint training, which mixes police
officers of different functions and experiences,
or female and male participants, is beneficial
to the learning process. Possibilities to ensure
the diversity of the trainee group will, however,
depend on the subject matter of the training
course, and hence need to be considered in each
individual case. Technical courses might require
more homogeneous groups than cross-cutting or
management courses.
Best practices to foster female participation
All training activities should be based on real needs and working opportunities within the police institution. In order to ensure participation by women, it
is crucial to provide equal opportunities to female officers. The Police Project
in Burundi regularly conducts trainings for female police officers of all ranks.
For instance, the project has financed 3-month capacity-building sessions for
female police officers at the National High School of Administration.
These courses included modules on HR management, project management,
and monitoring and evaluation, as well as administrative skills to improve
their employability within the administrative structures of the Police
Nationale du Burundi (PNB).
Female police officers often face family constraints. The expectation that
female officers care for their children even while undertaking training can be
addressed by allowing female trainees to bring their children to the training
or by providing on-site babysitting. In addition, trainer teams should include
at least one woman. Female trainers can usually better understand the
needs and challenges of female police officers and are capable of adjusting
trainings accordingly. As experience has shown, a female trainer is more
perceptible to unconventional ideas such as a suckling pause.
In addition to the aforementioned activities to promote female participation,
it is crucial for project personnel to assess the professional opportunities
available to female police staff. They are often segregated from male officers
professionally, which increases feelings of inferiority and frustration. Therefore, it is strongly recommended to involve superiors who are committed
to support their female colleagues during and after the course. Otherwise,
female participation in training will not lead to sustainable change. Against
this background the project in cooperation with the PNB has conducted a
study examining the situation of women working in the Burundian police
force. Based on that, the project has facilitated the expansion of a gender
action plan which addresses issues of utilization of the acquired knowledge
and skills of female police officers within the force.
GIZ: Police Project Burundi
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Participants
Nevertheless, participants, who do not fulfill the
basic requirements or do not participate in the
course on a sufficient level, might be excluded
from the course in consultation with the police
training department.
4.3 Staying in contact with
participants
Discussion of a case of sexual violence against women and children
in the East of the DR Congo
4.2 Profile of participants
Educational and professional prerequisites for
participation in a given training course will
depend on the course subject matter and the context of the country. In some countries the general
educational level is very low, with a high number
of police officers unable to read or write in their
native language. Cognizant of the need for police
officers to attain basic literacy, GIZ has supported
literacy training for police staff in countries where
many or most officers are illiterate.
In some post-conflict countries where education was disrupted for a long time, the national
police institution collapsed, or ex-combatants
were integrated into the post-war force, police
officers might have never received any formal
police training at all. In these circumstances it
might be necessary to relax entrance requirements for the training course. However, even in
these cases, participants are usually eager to gain
new skills and knowledge and are enthusiastic
about receiving training. Selection and exclusion
of prospective trainees should be undertaken in
close consultation with the national police training department.
Lists of trainees are sometime shared with the
partner institution to allow training participants to
stay in touch with other participants and trainers.
Some projects have established a trainee database
for better coordination with other projects and for
follow-up training and mentoring.
Some GIZ police projects are planning to set up
alumni networks to stay in contact with former
participants. Alumni activities can help sustain the
training network and training content. Establishing alumni networks has proven difficult, however,
due to cultural barriers, rigid hierarchies, and lack
of internet access and IT expertise. In some cases,
alumni networks are more functional when they include only highranking or highly specialized officers. The appropriate IT prerequisites must be in place
to ensure digital communication among alumni and
the national police force must assume ownership of
the network in order for it to be sustainable.
4.4 Debriefing of participants
In some countries, participants have a debriefing
with their superiors following training. The objective
of the debriefing is to share the knowledge gained
by trainees within the department and to inform
superiors and other colleagues of what was learned.
Whether such a debriefing is actually carried out is
beyond the direct control of the project. However,
GIZ can encourage partners to hold such a debriefing. For example, one project implemented by GIZ
requested feedback from the command level, and
this necessitated a debriefing. Project impact evaluations should address whether debriefings were
carried out.
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5
Lessons Learnt from Police Training I
5.0
Modules and methodologys
13
MonIToRInG anD
EvaLuaTIon (M&E)
nce
Communication training for police staff in South Sudan
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6
See Annex 1
Results-based M&E require time and resources,
both of which should be included in the offer to the
national partner in consultation with GIZ’s service
clients. GIZ has developed useful standards for
this.6 The integrated impact model is the foundation of the quality and effectiveness of our work as
an example of
a result matrix
Police Officers work more
efficiently
Objective: Police Officers
work professionally,
according to human rights,
and respect civilians
Police Institutions are
strengthened
s
up
w- g /
llo
cin se
Fo
an erti
Fin Exp
National training
schedule is in place
ng
ini es
Tra ours
g, ,
c
cin ion
an sat e
Fin ani ertis
g
Or Exp
ing
/
ult
oT
ns
/T
Co
g ise
cin rt
an xpe
Fin E
Trainings are adapted
to the needs of
national Police
institutions
Training facilities exist
and are functional
it provides the framework for all M&E activities as
well as for reporting to the funding agency. The following info graphic is a generic model based on the
integrated impact model and should provide readers with ideas for further reflection on the impact
possibilities of police training measures.
Police Officers use
acquired knowledge
Security is stabilized on
national and regional level
Trust in Police Officers
is rising
Trainings are adapted
to the needs of
national Police
institutions
- /
fra re nt
/
In ctu me
T
ru re
To
st cu
/
o
g ise
Pr
cin ert
an xp
Fin E
Monitoring and evaluation regarding police
training refers to different levels of intended
change:
> Acquisition of knowledge –that is, learning
success (output-level)
> Use of the knowledge acquired by the trainees in their work (results)
> Changes or improvements in police performance – for example, better investigation
results, increased respect for human rights,
and reduced corruption (results beyond GIZ’s
sphere of responsibility)
Number of female
Police Officers in
training is increased
As the monitoring of the outcome and result
level is ambitious, pragmatic and feasible
monitoring and evaluation (M&E) approaches are
recommended.
National partners should be closely involved in
monitoring and evaluation. If national M&E tools
exist, they should be used. Otherwise, M&E tools
should be explained and lessons learned should
be analyzed with the national partners. National
partners should be included in every police training evaluation conducted by GIZ.
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21
5.1 assessing the learning success
(output)
The knowledge of the participants should be
assessed before and directly after the training. The
trainers should make sure that final exams can only
be sat if all training sessions have been attended.
The difference between exams testing participants’
knowledge, and feedback opportunities regarding the
adequacy of the venue and accommodations should
be made clear to all participants. A certificate
should only be handed out if the respective participant has successfully passed the exam. If there are
no exams, regular attendance should be applied as
a criterion.
Police Officer doing service in the German funded Community Police Station Al yamoun
5.2 assessing the use of the knowledge 5.3 assessing systemic
acquired (outcome)
changes/improvements (impact)
To assess the application of knowledge acquired,
questionnaire-based or semi-structured interviews
should be conducted with participants four to five
months after the training. These interviews should
focus on practical changes that have resulted from
the training. Evaluations could include the following
questions:
> How and to what extent do trainees apply the
knowledge acquired in the training?
> Was the participant given a chance to brief her or
his colleagues about the content of the training?
> Are participants in a position that allows them to
apply the acquired knowledge?
> Is the training material provided (e. g. law books)
accessible to all colleagues and is it used?
> Was a former participant promoted as a consequence of participating in the training?
> If equipment was provided, did it increase the
performance of the relevant unit or office?
> What further support is needed?
Impact monitoring requires baseline data that might
be available from partners on the ground (e. g. UN
/ EU police missions, non-governmental organisations, national police) or may need to be generated
through surveys/questionnaires and interviews.
Impact indicators need to be defined (e. g. level of
satisfaction of citizens with police services, number
of cases solved, reduction in cases of procedures
being disregarded). It is recommended to use both
quantitative and qualitative methods for data
collection.
It is common practice that participants evaluate
training courses with regard to the quality of trainers,
training material, teaching methods, mentoring
after the training, support by the project team, and
logistical arrangements. This feedback helps to
assess the performance of both the project team
and the trainers.
.
It is recommended to focus on a specific number
of police stations or police officers and to assess
whether indicators are realistic.
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6.0
aDMInISTRaTIon
04
Brigadier Hamdan, Head of Palestinian Civil Police Logistic Department in discussion with Jenin Governor Talal Dwikat
20.06.13 10:14
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23
Capacity Development: Financial Management
In Nicaragua, GIZ combines the awarding of financing agreements
(Finanzierungsverträge) to the National Police with technical assistance in operational and financial management. To enable operational and impact monitoring, each division in charge of project
implementation develops a detailed operational plan based on the
GIZ impact chain model. The National Police have committed to
monitor the impacts of these measures and GIZ technical advisors
work directly in the Police headquarters, where they facilitate all
activities. Earlier in the project, training courses in GIZ procedures
and management rules were held for the police financial division in
6.1 Financial aspects
When the administrative and financial capacities of the national police are inadequate for
managing project finances, they should be
strengthened. GIZ always aims to maximize
national ownership over police training and
works with national police forces to build their
long-term effectiveness as implementers of
training. Therefore, GIZ rules and regulations
concerning administrative procedures need
to be clearly communicated to the partner
organization in order to manage expectations,
ensure transparency, and reduce the likelihood
of financial fraud.
order to guarantee proper management of the funds.
GIZ: Transparency and Integrity in the National Police, Nicaragua
Concerning financial contributions, direct
payment by GIZ is favoured, although local
subsidies or financing agreements can also be
provided. All payments are made in accordance
with GIZ rules and regulations.
Financial contribution instruments:
Instrument
Advantages
Direct payment
> Full payment oversight by GIZ
> Payment according to GIZ rules
ensured
> Risk of fraud reduced
Local subsidies
Disadvantages
>No capacity building on partner
side when it comes to financial
aspects
>More resources (personnel,
administrative) are to be provided
by the project
> Local subsidies strengthen the
>GIZ (AV) is still fully responsible
capacity of the recipient
> GIZ still keeps some control on
expenses
> Risk of fraud and misuse exists
>Amount of GIZ administrative
and accountable for the payments
resources is high (more than
compared to FA)
Financing agreement (FA)
> Partner is fully responsible and
>FA need comparatively high stan-
accountable
> FA provide a strong approach in building capacities on the partner
side
dards in administrative processing
on partner side
>Risk of fraud and misuse exists
(more than compared to Local
subsidies)
>High administrative effort on GIZ
side as compared to relatively
small amount of money spend
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Administration
6.2 Payment Procedures
Chief inspector of the Palestinian Civil Police taking notes at the Jericho Police Training Centre
To ensure transparency and accountability
throughout, it is necessary to:
7
E. g. it was reported that
in one country daily allowances paid to participants
had to be handed-over to
their commanders.
8
Afghanistan is an exceptional case. Due to common
practice, per diems are paid
additionally to the allowances mentioned above
> Provide clear contact structures within GIZ for
questions relating to financial management
> Apply per diem rates according to GIZ rules
and regulations
> Introduce control mechanisms (e. g. regular reporting by the partner organization to
GIZ, the “4-eyes-principle”, daily attendance
sheets, and direct payments)
> Hold regular meetings with partners to create
awareness of GIZ regulations
> Ensure that any cash expenses are paid only
by authorized GIZ staff
> Ensure a good relationship with those responsible for selecting suitable candidates for the
training course
One means to limit the potential for irregularities in the disbursement process is to pay as
little as possible in cash, and instead to provide
payment in-kind. This reduces the risk of malpractices.7
In most countries, trainers and consultants are
commissioned and paid directly by the respective GIZ project. Police trainers from the police
institutions are sent by their superiors and do not
receive any financial remuneration. Trainers might
receive a per diem to cover food, transportation,
and travel expenses as well as accommodation.
Per diems for trainers are to be paid according
to GIZ rules and regulations and in accordance
with GIZ country office rates. Whenever the UN or
EUPOL provide their own trainers, they cover any
costs related to them. Trainers contracted as consultants receive remuneration according to local or
international standards and in accordance with GIZ
rules and regulations.
GIZ policy recommends not paying per diems to
participants. This is to discourage attendance by
participants who are solely motivated by financial gain. In GIZ’s experience this does not result
in shortages of qualified, motivated participants.
Nevertheless, the provision of some form of incentive has proven useful, such as the quality of the
food or accommodation. GIZ only pays an allowance covering food, transport and accommodation if
those are not provided in-kind.8 Participants should
therefore sign an attendance list on a daily basis as
a prerequisite for any payment. There is no standard
expense policy for covering the expenses of participants, as this depends on what is provided in-kind
by GIZ and the police. Exceptions can be made for
high-ranking officers, and this decision is left to
the respective programme. However, especially with
regard to the policies of other implementing agencies, it is important that GIZ explains its payment
procedure to the partners beforehand.
other costs should be considered as well. It is
common for GIZ to provide a small maintenance
budget – for example, to pay a janitor to ensure
that the training venue is thoroughly cleaned – or
to provide sanitation items and cleaning products,
in-kind. For trainings held in areas with unreliable
utilities, GIZ provides financial support for fuel to
operate generators.
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6.3 Logistical arrangements
The training venue and accommodation facilities
should be selected jointly by the police training
department, GIZ, and, if applicable, by the cooperation partner. Whenever possible, the partner’s
own training premises should be used. As this
represents one of the partner’s contributions to
the project, it can be specified in the written
agreement (see Chapter 1). Apart from showing
ownership from the police side, providing accommodation to trainees is in most cases also the
most cost-effective choice. However, this isn’t
always possible. If the training is being held in
a rural area, hotels or commercial guesthouses
might be used if there are no police premises or
suitable government facilities available.
Training venues and accommodation facilities
should always include separate restrooms for
female participants.
Security needs to be considered when choosing
the training venue and accommodation facilities.
In some cases, this will mean conducting training courses in hotels.
One advantage of residential courses is that
they can encourage informal networking among
trainees and between trainees and trainers after
hours.
If there isn’t appropriate accommodation available for participants within the police premises,
either GIZ or the participants themselves should
organize accommodation. If participants arrange
their own lodging, they might choose to stay in
hotels or private homes far from the training
venue, which can cause delays and transportation problems. For this reason, it is better for GIZ
to arrange accommodation for participants. However, if that is not possible, participants should
be reminded that they must not be late for
training events. Before the start of any training
event, it is important to clarify for participants
Administration
25
as well as partners whether GIZ will pay an allowance for accommodation and transport, and in
case it will, whether this allowance will be paid
as a lump sum stipend at the beginning of the
training or a reimbursement later (e. g. based on
actual costs incurred).
In general, the police should be responsible
for the transport of participants to the training venue. This might be a partner contribution
as agreed in the written document (Chapter 1).
If this is the case, GIZ can provide support by
covering fuel costs.
In most cases food is provided in-kind to training participants, so it is important to ensure
that cooking facilities within the training venue
are adequate for the number of participants. If
no cooking facilities exist, in most cases catering will be organized by GIZ or the partner.
Alternatively, participants may be given a daily
allowance to cover the cost of meals. All training
venues should be located within walking distance of restaurants, so that participants have
meal options. It is highly inadvisable to suggest
that training participants bring their own food,
because this could result in participants not
bringing enough food to maintain their physical
energy levels during longer and more physically
demanding courses.
In some countries, female participants or trainers might need to be accompanied by a male
family member. In others, they might need to
bring another person for baby-sitting during the
course. Accommodation (if it is a residential
course), food, and transportation may be covered
by GIZ for the person providing child care during
the course duration. Training courses for female
officers are ideally held during school vacations.
The number of long-term and short-term expert
trainers can vary widely from program to program.
Often, GIZ supports these experts (and participants
in case of regional trainings) in obtaining travel
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Administration
Capacity Development: Procurement
In the Palestinian Territories, GIZ, commissioned by AA, provided
technical and operational support to the Ministry of Interior, Ministry
of Finance, and the Civil Police in the construction and equipping
process of five community police station in the framework of a
financing agreement. Together with German police experts and
supported by EUPOL COPPS, GIZ conducted a needs assessment with
the partners to define a standardized design and pre-select necessary equipment for a fully operational police station as a blue print
to all future police stations.
The tendering, selection and awards processes were conducted
independently by the partner while GIZ actively monitored.
Because the equipment installation process at the five police stations was hindered by unclear delegation of responsibility, delays,
and lack of follow-up, among other challenges, GIZ held interdepartmental workshops with all of the relevant actors to discuss
shortcomings and necessary improvements, as well as to develop a
clear process for the execution of future programmes. The development of a manual in Arabic on technical specification and installation was greatly appreciated by the partner and is now used by the
various police departments in operating the standardized stations
as well as introducing recruits to the technical environment of their
specific police station.
GIZ: Strengthening of Police Structures, Palestinian Territories
visas. This can be time-consuming, depending on
the state and circumstances, so adequate time
should be allotted for obtaining visas. Flights are
normally booked directly by the experts and costs
are reimbursed, but flights may also be booked by
GIZ offices directly.
6.4 Procurement: Equipment
and training materials
It is recommended that the bulk of procurement
be carried out by GIZ through the respective GIZ
country office. GIZ provides equipment for most
training courses, and depending on the training
course this might include furniture, a generator,
evidence-collection kits, stationery, flipcharts,
pinboards, and other materials. Procurement of
equipment should be carried out according to local availability and local standards (for example
consumables for evidence-collection kits should
be available locally). The availability of training
material varies widely from country to country. It
is recommended to check the availability of material well in advance of the start of the training
course, because some essential items might have
to be ordered from outside the country.
6.5Opening and closing Ceremonies
Ceremonies should be organized jointly by the
police and GIZ. The invitation letter should thus
include both logos plus either the official German
cooperation logo or the logo of the funding institution. Depending on the length and importance
of the training course, it is advised to invite:
> Respective ministers and high-ranking police
officials
> The German Ambassador resident in the
country
> The GIZ Country Director
> National Dignitaries
> Other donor countries and organizations
> Other international implementing agencies
It is important to clarify the protocol for the ceremony. Protocol rules vary from country to country. The partner will be in the best position to
judge what is appropriate for a given event. The
protocol for the ceremony will also be influenced
by the speakers and guests and their political
importance or military rank. The following aspects
of the ceremony should be considered well in
advance of the event itself:
> Who will welcome the attendees (e. g. the
district commander, director of the training
institution, course director, etc.)?
> Who should make a speech? If several highranking officials are present, who should speak
first (e. g. the key note speech by the German
ambassador and closing speech by a Minister
or the other way around)? Should there be an
equal balance of national and international
speakers?
Good Accountability
Security Cooperation Professionalism Security Stability
Cooperation peacebuilding Security Professionalism Sustainability Trust
20.06.13 10:14
> If the German Ambassador is going to be
present, coordinate all aspects of the ceremony
closely with the chief of protocol at the embassy.
> High-ranking officials often do not attend the
whole ceremony. Therefore, discuss the issue of
timing and speaker order with the partner. Keep
in mind the likelihood that guests or speakers
will arrive late.
> How should the handing-over of certificates be
organized? Although there are no fixed rules, it
is common that each participant is called upon
and steps forward to receive his/her certificate
(e. g. in alphabetical order, by marks or first
five positions and then in alphabetical order).
> Will an official photograph be taken? When is
the best time for this (before or after the closing ceremony)?
> Will there be a reception after the closing
ceremony? In countries with an Islamic culture,
only soft drinks should be served. Otherwise,
this is at the discretion of each project. If highranking local or international officials will be in
attendance, the reception should be appropriately formal.
Certificates for participants should be signed by
the local partner institution, by GIZ, and, if applicable, by the international cooperation partner.
Electronic signatures might not be sufficient. GIZ
normally prepares a draft certificate (either a certificate confirming participation only or confirming
achievement of results), which the police or the
respective ministry approves. All relevant authorities should be included in order to ensure that
certificates are later recognized.
To reduce the risk of falsification, certificates
should be numbered and registered and should
include the identification number of the recipient.
This is the responsibility of the police.
The involvement of the media is generally the
responsibility of the police. This relates to the
involvement of national television, the involvement
Administration
27
Group discussion in a training session on Sexual and Gender Based violence
in Bukavu, DR Congo
of the press office of the UN (where applicable),
and coverage by the press office of the police
force itself. It is often useful to involve private
media as well, as it can provide a different perspective than official media sources. All official
public relations with any kind of media should be
channeled through the GIZ country office. It has
proved useful to deal with the German embassy
on this issue, because most embassies have a list
of media contacts.
It is possible to compensate journalists with an
allowance for food and transport or even a small
fee. However, before paying allowances to journalists, the projects should first consider common
local practice in this regard and should take into
account other factors as well, such as the state of
media development in the country and the level of
press freedom.
Whenever the press is invited to attend a training
event, an information package should be compiled
by GIZ to inform journalists about the project in
general and the specific training course. Information given should be clear and concise (“facts
and figures”). All materials shared with the press
should be approved by the respective funding
institutions.
Commitment Stability Trust Justice Capacity Development
professionalism Stability Capacity Development
Trust Cooperation
Security Justice
20.06.13 10:14
annExES
04
Community Police Station Maythaloun
20.06.13 10:14
Annexes
29
Annex 1: Selected literature
> GIZ, Training Needs Assessment Questionnaire, 2010
> GIZ, Gender-responsive Project Management, A Practical Guide, 2012
> GIZ, Manual on Design, Implementation and Evaluation of Training,
Workshops and Sensitization on Gender, 2010
> GIZ, Result-based monitoring system, 2012
> GIZ, Indikatorenentwicklung, 2012
.
20.06.13 10:14
30
Annexes
Annex 2: References to GIZ Police Training Projects
Annex 2.A: Projects in Africa
No.
Project title and Contact
Objective
Components
1.0
Police Programme Africa
Strengthening of capacities of police structures in
Africa
> Nine national components: Sierra Leone, Liberia, Côte
Capacitating the South
Sudan Police Service
(SSPS) to manage a radio
communications network
> Training of police officers
> Organizational development of police leadership
> Construction & installation of radio rooms
Improving the performance
of the police force by
Strengthening of the
capacity to combat crime
> Training of police officers and forensic specialists
> Equipping the police “Police Scientifque” with evidence
Website: Police Programme Africa
Sabine Wenz; [email protected]
1.1
Police Programme Africa – South
Sudan Component
Website: South Sudan Component
1.2
Police Programme Africa – Côte
d’Ivoire Component
Website: Côte d’Ivoire Component
d’Ivoire, Ghana, Democratic Republic of the Congo (DRC),
Burundi, Rwanda, Central African Republic, South Sudan
> Three regional components: Southern African Development
Community (SADC), Economic Community of West African
States (ECOWAS), Eastern Africa Standby Force
Coordination Mechanism (EASFCOM)
> One continental component: African Union Peace Support
Operation Division (AU PSOD)
collection kits
> Renovating and equipping the Institute of Forensic Medicine
and a police laboraatory
> Providing IT-infrastructure to re-establish a central register
of suspects and prisoners
1.3
Police Programme Africa – Burundi
Component
Website: Burundi Component
Strengthening of the
capacity of the Police
Nationale du Burundi (PNB)
> Community Policing (Police de Proximité)
> Gender responsive policing/gender mainstreaming
> Building and refurbishment of infrastructure
> Procurement of equipment
> Facility Management and Maintenance
Strengthening of capacities
of the national police,
especially in the fight
against SGBVs
> Training of special criminal investigation units for
1.4
Police Programme Africa – Democratic Republic of the Congo (DRC)
Component
Website: DRC Component
experts
1.5
Police Programme Africa – Sierra
Leone Component
Website: Sierra Leone Component
1.6
Police Programme Africa – Rwanda
Component
Website: Rwanda Component
combating SGBVs
> Renovation and fitting out of police stations
> Training of instructors and in-service training for police
Strengthening of capacities
and improving infrastructure of the Sierra Leonean
police force
> Constructing and rehabilitating police stations and
training facilities
> Providing equipment and improving training conditions
> Trainings covering financial management, human rights,
SGBVs
Improving capacities of the
Rwanda’s police force in
relation to infrastructure,
equipment and training
> Rehabilitation of a police academy
> Equipping a forensic photo laboratory in Kigali
> Construction of the Peacekeeping Support Operations
Trainings Centers (PSOTC)
> Training activities
20.06.13 10:14
Annexes
31
Service Client(s)
PArtners
Traget group
Budget and Project duration
> German Federal Foreign Office
> Various donors, see following six
> National Police Authorities
> Ministries of Internal Affairs
> On the regional and continen-
> Police Institutions,
33,527,000 € (Phase I)
01/2009 - 12/2012 (Phase I)
01/2013 - 12/2015 (Phase II)
columns
predominantly at the
national level
tal level: Departments related
to the deployment of police
officers to peacekeeping missions in the framework of the
African Peace and Security
Architecture
> Department of Foreign Affairs
> South Sudan Police Service
> National level
10,043,000 € (Phase I)
01/2009 - 12/2012 (Phase I)
01/2013 - 12/2015 (Phase II)
> Directorate-General of Police
> Ministry of Interior
> Police Scientifique of the
2,340,000 € (Phase I)
01/2009 - 12/2012 (Phase I)
01/2013 - 12/2015 (Phase II)
> Ministry of Public Security
> National Police
2,868,000 € (Phase I)
01/2009 - 12/2012 (Phase I)
01/2013 - 12/2015 (Phase II)
> National Police, especially
2,807,000 € (Phase I)
01/2009 - 12/2012 (Phase I)
01/2013 - 12/2015 (Phase II)
and International Trade (DFAIT)
> Department for International
Development (DFID)
Ivorian police at national
level
(Ministère de la sécurité
publique, MSP)
> National Police (Police Nationale du Burundi, PNB)
> Police Nationale du Congo
(PNC)
> Sierra Leone Police (SLP)
special units for
combating SGBV in the
Eastern Congo
> Sierra Leonean police at
national level
> Rwanda Ministry of Internal
Security
> Rwanda National Police
(RNP) at national and
district level
2,087,000 €
01/2009 - 10/2012
1,977,000 €
01/2009 - 09/2012
>>>
20.06.13 10:14
32
Annexes
>>>
Annex 2.A: Projects in Africa
No.
Objective
Components
2.0
Liberia: Strengthening the Justice
Sector in West Africa
Promoting Rule of Law
and Justice in West Africa
(Côte d’Ivoire, Sierra Leone,
Liberia, Niger, Guinea)
> Training of justice (and police) personnel
Strengthening institutions
and mechanisms and
contributing to promoting
and upholding the rule of
law in the Governance,
Justice, Law and Order
sector (GJLOS)
> Access to Justice for Victims of Gender Based Violence
>Anti-Corruption
Sabine Midderhoff;
[email protected]
3.0
Kenya: Promotion of Good
Governance
Dr Elisabeth Leiss;
[email protected]
(basic and continued training measures)
> (other non-police-related components)
20.06.13 10:14
Annexes
33
Service Client(s)
PArtners
Traget group
> Ministries of Justice and
> Justice (and police)
5,150,000 €
01.2012 - 04.2014
Judiciaries (Sierra Leone and
Liberia)
>BMZ
> Swedish International
Development Cooperation
Agency co-funded
> Ministry of Justice
> National Cohesion and
Constitutional Affairs
> The Judiciary
> Kenya Police
> Kenya National Commission
personnel: judges, clerks,
probation officers, police
officers
> Poor people with limited
access to justice
> Victims of gender-based
violence
> Victims of human rights
violations and corruption
9,570,000 €
05/2010 - 12/2013
on Human Rights (KNCHR)
> Director of the Public
Prosecution (DPP)
> Ethics and Anti-Corruption
Commission (EACC)
> Task Force for the
Implementation of the Sexual
Offences Act (TFSOA)
> Civil Society
20.06.13 10:14
34
Annexes
Annex 2.B: Projects in Afghanistan, Pakistan and Palestinian Territories
No.
Objective
Components
4.0
Afghanistan: Coordination of Police
and Prosecutor Training (CoPP)
Improving the cooperation
and coordination between
police of the Criminal
Investigation Department
(CID) and prosecutors
at crime investigation at
provincial and district level
across Afghanistan
> Training of Afghan Trainers
> Training of CID police officers and prosecutors
> Training of Afghan Mentors
>Mentoring
> Basic office support
Reinforcement of competences in writing and
reading to improve daily
performance and to initialize a change of reputation
of police by the Afghan
population
> Development of training manuals/books for ANP on police
Developing a Police Gender
Strategy and assisting the
police in integrating gender
both at institutional and
service delivery level
> Inclusion of gender dimension in police trainings
> Enhanced system of Police Investigation/Interrogation with
Providing support to Pakistani authorities to improve
the capacity of the civilian
law enforcement agencies
as well as the judicial
system
> Improving the capacity of the National Counter-Terrorism
The project contributes to
the overall strengthening
of the competence of the
police and its structures in
the Palestinian territories
to build a viable police
force that acts in
accordance with democratic values
> Develop and implement with the Palestinian Civil Police
Website: Support to Police Reform
Programme
Kristin Höltge; [email protected]
5.0
Accelerated Basic Education –
Police Literacy and Civic Education
Elke Schade; [email protected]
6.0
Pakistan: Gender Responsive
Policing Project (phase II)
Khola Iram; [email protected]
7.0
Pakistan: Civilian Capacity Building
for Law Enforcement (CCBLE)
Barbara Mannert;
[email protected]
8.0
Palestinian Territories: Strengthening the Police Structures in
Palestinian territories, Phase II
Website:
Police Programme Palestine
Hannes Lambrecht;
[email protected]
topics
> Short-term and long-term literacy courses
> Training for literacy facilitators in adult teaching methods
and additional general topics
special emphasis on gender crimes
> Functional National and International Women Police Network on gender responsive policing
Authority (NACTA)
> Improving the capacity of the provincial police services
in Khyber Pakhtunkhwa and Punjab to handle crime and
terrorism related criminal investigations;
> Improving the ability of law enforcement agencies to handle media relations
> Supporting effective interaction between prosecution and
police in Punjab by assisting in the improvement of investigation standards
> Improving the understanding of governance issues in the
tribal areas close to the Afghan border
(PCP) an organizational and use concept (operational plan)
for standardized Community Police Stations.
> Construct, equip and put into operation up to eight standardized Community Police Stations and provide sectorspecific advice to involved partners (EU co-funded) – to be
commissioned by AA.
20.06.13 10:14
Annexes
35
Service Client(s)
PArtners
Traget group
> Ministry of Foreign Affairs of the
>EUPOL
> Afghan Ministry of Interior
> CID police officers and
2,837,191 €
09/2010 - 12/2014
Kingdom of the Netherlands
(MoI)
> Afghan Attorney General‘s
Office (AGO)
> Afghan Independent Human
Rights Commission (AIHRC)
> Afghan Independent Bar
prosecutors from all
Afghan provinces as key
target group but also
judges and defense
lawyers at central,
provincial and district
levels
Association (AIBA)
> Ministry of Foreign Affairs of the
>MoI
>NTM-A
> Afghan National Police
> National Police Bureau
> Ministry of Interior (Pakistan)
> Female and male officers
(ANP)
14,600 000 €
2009 - 2014
Kingdom of the Netherlands
> European Union, Community assis- > European Network of
tance measure under the Instrument for Stability (ISF)
> Co-financing by the European
Commission
Implementing Development
Agencies (EUNIDA)
> National Counter Terrorism
Authority (NACTA),
> Provincial Police of Punjab
und Khyber Pakhtunkhwa
> Islamabad Capital Territory
(ICT) Police
> Punjab Prosecution Service
> Ministry of Interior
> Ministry of Finance
> Ministry of Public Works and
Housing
of all police organizations,
particularly of the
executive police in the 6
provinces
> National Counter-Terrorism
Authority (NACTA)
2,595,000 €
05/2012 - 12/2014
11,500,000 €
03/2010 - 02/2012
> Provincial Police Punjab
and Khyber Pakhtunkhwa
> Punjab Prosecution Service
> Palestinian Civil Police at
head quarter, district and
community level
1,000,000 EUR (AA)
6,000,000 EUR
(EU)
01/2013-12/2014
20.06.13 10:14
36
Annexes
Annex 2.C: Projects in Latin America
No.
Objective
Components
9.0
Nicaragua: Promoting Citizens
Rights (FODECID)
Programme counterpart
institutions have improved their capacities to
implement policies that are
guided by the protection of
civil rights at national and
local level.
> Transparency and accountability (with other counterparts
To improve transparency and integrity inside
Nicaragua’s National Police
to prevent corruption and
abuse of power.
> Crime prevention, institutional support, capacity
Julia Unger; [email protected]
10
Nicaragua: Transparency and
Integrity in the National Police
Julia Unger; [email protected]
than the National Police)
> Rights and Security (National Police and NGOs as counterparts)
development
20.06.13 10:14
Annexes
37
Service Client(s)
PArtners
Traget group
> German Federal Ministry for
> National Police,
> National Accounting Office,
> National Tax Agency,
> Regional Government,
>NGOs
> Nicaraguan citizens in the
2,300,000 €
1/1/2011 – 30/6/2012
> General Inspector of the
> Police officers and general
Economic Development and
Cooperation (BMZ)
>BMZ
National Police
project region.
population at national level
500,000 €
06/2010 - 12/2012
Abbreviations
AA
Auswärtiges Amt (German Federal Foreign Office)
BMZ
Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung
(German Federal Ministry for Economic Development and Cooperation)
CCBLE
Civilian Capacity Building for Law Enforcement
CD
Capacity Development
CID
Criminal Investigation Department
CoPP
Coordination of Police and Prosecutor Training
DFID
Department for International Development
DRC
Democratic Republic of the Congo
EU
European Union
EUPOL
European Union Police Mission
EUPOL COPPS European Union Co-ordinating Office for Palestinian Police Support
GIZ
Deutsche Gesellschaft für Internationale Zusammenarbeit GmbH
M&E
Monitoring and Evaluation
NICD
Network International Cooperation in Conflicts and Disasters
SGBV
Sexual and Gender Based Violence
SSR
Security Sector Reform
ToR
Terms of Reference
ToT
Training of Trainers
UN
United Nations
UNMIL
United Nations Mission in Liberia
UNPOL
United Nations Police
20.06.13 10:14
Cooperation Professionalism Security Stability
Good Governance
Peace Security Commitment Sustaina
Accountability
SecurityCooperation Peace Security Stability
it
Trust Cooperation peacebuilding Security Professionalism
Peace
Sustainabil
peacebuilding Justice
Security Commitment
StabilityTrustJustice Capacity Development Commitment
Accountability
Professionalism Stability Capacity Development Good Governa
Trust Cooperation Security Justice
Deutsche Gesellschaft für
Internationale Zusammenarbeit (GIZ) GmbH
Registered offices
Bonn and Eschborn, Germany
Dag-Hammarskjöld-Weg 1–5
65760 Eschborn, Germany
T + 4 9 61 96 79 - 0
F + 4 9 61 96 79 - 11 15
E [email protected]
I www.giz.de
20.06.13 10:14

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