A/HRC/20/20 67. In participating States and entities, initial training for judges, prosecutors and public defenders is, as a rule, compulsory (85 per cent), while ongoing learning is voluntary (35 per cent). For lawyers, on the other hand, ongoing capacity-building accounts for 55 per cent of learning activities, and initial training for 28 per cent. They are not imposed by express instructions, but by the requirements of their professional practice. 68. The above-mentioned tables show the need to improve ongoing capacity-building in international human rights law for judges, magistrates, prosecutors and public defenders, as well as that to encourage or provide resources for such training. The development of mechanisms that recognize and take full advantage of ongoing capacity-building for the careers of judges, prosecutors and public defender is also necessary. 69. The main challenges encountered while providing human rights education and training seem to be directly linked to financial resources.7 Some States have to face high levels of poverty, illiteracy and corruption, while others lack experts in international human rights law. 70. Only a quarter of the participating States and entities monitor the effectiveness of capacity-building programmes and, when they do, monitoring is done by institutions that offer the programmes as a means of obtaining feedback on specific courses. 71. Most States do not have mechanisms that measure the effectiveness of training courses. The Czech Republic only has a mechanism to monitor satisfaction with the selection of topics offered in courses. Canada has no specific mechanism to evaluate the conduct of actors after training, but has audit departments, such as the Law Society of Upper Canada in Ontario, which are responsible reviewing the effectiveness of ongoing human rights education programmes. 72. It was observed, however, that there are few systems that monitor the effectiveness of the contents of capacity-building programmes, such as judicial decisions, legal opinions, judicial requests and defence. Colombia has a programme that monitors the effectiveness of training courses provided by judicial schools, comprising external and internal assessment of the application of course contents. Monitoring judicial management in a given jurisdiction after a training course allows them to determine the degree of application of the content taught. In Colombia, the programme is regarded as a modern, flexible and objective way of evaluating the effectiveness of courses and tutors thereof, and of providing information on the quality of the programmes offered in education plans. In the Sudan, the effectiveness of training for judges and prosecutors is monitored by means of examinations and performance evaluations. 73. With regard to mechanisms monitoring the effectiveness of training, Peru, for instance, explained that public defenders working on criminal procedures are constantly monitored through follow-up of the judicial files and cases they have handled. 74. The fact that 55 per cent of participating States chose not to answer the question about the existence of a mechanism to monitor impunity may be interpreted as indicating that there is no such mechanism or that the institutions that replied to the questionnaire may not have had access to such information. D. Gender integration 75. The Special Rapporteur also inquired about the integration of a gender perspective into human rights capacity-building of actors in the justice system. Some States interpreted 7 In, inter alia, Bhutan, Canada and the Sudan. 19