A/HRC/15/28 of Prisoners; Body of Principles for the Protection of All Persons under Any Form of Detention or Imprisonment) • Instruments concerning juvenile justice (United Nations Guidelines for the Prevention of Juvenile Delinquency (the Riyadh Guidelines); United Nations Standard Minimum Rules for the Administration of Juvenile Justice (the Beijing Rules); United Nations Rules for the Protection of Juveniles Deprived of Their Liberty; Guidelines for Action on Children in the Criminal Justice System). 42. Similarly, specific international human rights standards would be applicable to the civil service or the military. 2. Strategies (a) Training policies and other related policies 43. If training is to produce the desired impact on behaviour and professional performance, it must be clearly supported by and linked to corresponding policies and rules in the trainees’ organization or institution. With regard to civil servants, law enforcement officials and the military, the following strategies could be adopted: (a) Reviewing pre-service and in-service training policies to make sure that they include human rights training, 25 and make audience-specific human rights courses compulsory for pre-service training; (b) Encouraging the adoption of a comprehensive human rights training policy relating to pre-service and in-service training, with such training as a mandatory criterion for professional qualification and promotion; (c) Adopting policies to recruit and especially train officials appropriately suited for dealing with vulnerable groups which may be dealt with by the professions, such as children, women, minorities, people with disabilities, indigenous peoples etc. (d) With regard to the institutionalization of human rights training: (i) Commitment to human rights training for civil servants, law enforcement officials and the military should not translate into just one-off training courses for selected officials but should encourage the establishment of a sound national training structure, involving both the sector in question and those sectors of society it is supposed to serve; (ii) Reviewing all existing pre-service and in-service training curricula to explicitly integrate human rights principles and standards in all relevant subjects, and in addition develop specific human rights training courses as appropriate; (iii) Encouraging the creation of a fully integrated human rights centre in civil service training colleges, schools of government, and police and military training colleges; (iv) When possible, giving priority to the training of trainers, i.e. those who are charged with conducting human rights training and material or knowledge dissemination efforts after returning to their institutions, organizations or duty 25 See, for instance para. 3 of general recommendation No. 13 (1993) on the training of law enforcement officials in the protection of human rights of the Committee on the Elimination of Racial Discrimination. 19