A/HRC/15/28 trainees. Professional groups need to know not just what human rights are, but also how to apply them in real life situations. Training content should, therefore, be designed around the functions of the professional group and how to apply human rights in the performance of them, also focusing on human rights issues which would more likely be encountered by the specific profession; 27 (iii) Participatory and sensitizing training techniques Training programmes should feature a variety of creative and participatory adult training techniques to secure active involvement by the learners, including brainstorming, role playing, group work, case studies, panel discussions and field trips, possibly with the use of audiovisuals. Well-designed exercises could sensitize trainees to their own potential for both contributing to behaviour that violates human rights (e.g. strengthening trainee awareness of gender 28 or racial bias in their own attitudes or behaviour) and promoting and defending human rights; (iv) Peer learning Much more can be accomplished through a peer-learning approach that features, for example, the police and the military being trained by their peers as opposed to a professor-student training model. This approach ensures trainers’ access to the distinctive professional culture that surrounds each audience. Simultaneously, practitioner trainers should be accompanied and supported by human rights experts, thus ensuring that human rights standards are fully and consistently reflected through the training process. Similarly, international training activities and exchanges could be promoted among individuals belonging to the same professional group; (v) The role of self-esteem Adult trainees will bring to the training their own professional expertise and practical experience that should be both acknowledged and drawn on for the benefit of training. Trainers should thus seek to establish an atmosphere in which the exchange of expertise and experience is facilitated, the professional knowledge of trainees is recognized and professional pride which reflects human rights principles is encouraged. (b) With regard to training content, developing distinct content for civil servants, law enforcement officials and the military, reflecting their different roles and responsibilities and institutional/organizational cultures, e.g: (i) With regard to civil servants, who may include a broad variety of professionals (see para. 37 (a) above), human rights training content within this category would differ substantially. For instance, human rights training for social 27 For instance, States are encouraged to formulate and implement training programmes for law enforcement, immigration and border officials, prosecutors and service providers, with a view to sensitizing them to racism, racial discrimination, xenophobia and related intolerance (see outcome document of the Durban Review Conference, para. 75). Officials who work on migration issues or are in contact with migrant workers and members of their families will need to get acquainted with the content of the International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families. 28 It is important to note that in para. 24 (b) of its general recommendation No. 19 (1992) on violence against women, the Committee on the Elimination of Discrimination against Women stated that gender-sensitive training of law enforcement officers and other public officials is essential for the effective implementation of the Convention on the Elimination of All Forms of Discrimination against Women. 21