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| Titel | Fundamental rights-based police training: A manual for police trainers |
| Udgivet af | FRA – European Union Agency for Fundamental Rights |
| Udgivet | 3. december 2013 på the International Conference on Human Rights Education and Training for the Civil and Public Service i Dublin, Irland |
| Sprog | Engelsk |
| Antal sider | 203 |
| ISBN-13 | 978-92-9239-230-7 |
Politiets uddannelse er det første og vigtigste skridt i retning af at skabe et mere effektivt og professionelt politi i fremtiden.
Menneskerettigheder – baseret pÃ¥ uddannelse hjælper deltagerne til proaktivt at respektere og beskytte de grundlæggende rettigheder. Det sikrer, at anvendelsen af magt udøves i overensstemmelse med principperne om legalitet, nødvendighed og proportionalitet – principper, der er grundlæggende for udvikling af et samfund. En sÃ¥dan uddannelse vil derfor gøre det muligt for politifolk at opfylde den rolle, som er planlagt for dem i Den Europæiske Unions køreplan for arbejdet pÃ¥ omrÃ¥det retfærdighed, frihed og sikkerhed.
Denne uddannelsesmanual har til formål at bidrage til at fremme tillidsforholdet mellem politiet og samfundet som helhed og i al dets mangfoldighed, og fokuserer derfor på retten til ikke-diskrimination, værdighed og liv. En række undersøgelser og projekter i Den Europæiske Unions Agentur for Grundlæggende Rettigheder (FRA) har understreget sammenhængen mellem tillid til myndighederne og udøvelse af de grundlæggende rettigheder.
Hvor tillid eksisterer, vil anmeldelse af kriminalitet stige; flere forbrydelser vil derfor blive behandlet og yde retfærdighed til ofrene. Ved at sikre alle borgeres grundlæggende rettigheder, vil politiet skabe tillid i hele samfundet, hvilket bidrager til en god cirkel, der vil tilskynde til anmeldelse af kriminalitet, bidrage til en mere effektiv kriminalitetsbekæmpelse, øge retfærdighed for ofrene og mindske spændinger i samfundet.
FRA-udviklede grundrettigheder – baseret pÃ¥ politiets uddannelses manual i tæt samarbejde med Association of European Police Colleges, the European Police College og deres netværk af nationale politiskoler hjælper med at opbygge en sÃ¥dan tillid og fremme etableringen af fælles standarder for politiarbejde, som respekterer principperne i grundlæggende rettigheder. Vores hensigt er at øge politiets professionalisme og effektivitet i hele EU ved at give politiets undervisere et praktisk og let tilgængeligt værktøj, der hjælper med at integrere grundlæggende rettigheder i politiets uddannelse.
Ovennævnte er en oversættelse af forordet til manualen skrevet af direktøren for FRA – European Union Agency for Fundamental Rights, Morten Kjærum.
Der tages forbehold for oversættelsens rigtighed. Ved brug som dokumentation henvises til den originale tekst.
Herunder gengives manualens indholdsfortegnelse. Den er ikke oversat, da hele manualen er på engelsk.
Tina. Thranesen.
Indholdsfortegnelsen
| FOREWORD | 3 | ||
| INTRODUCTION | 9 | ||
| HOW TO USE THE MANUAL | 13 | ||
| MODULE 1: BASICS OF HUMAN RIGHTS00 | |||
| Introduction | 23 | ||
| Activity: Understanding the basics of human rights | 24 | ||
| Handout – Basic ideas and concepts of human rights | 26 | ||
| Briefing notes | 27 | ||
| 1. | What are human rights? | 27 | |
| 2. | What types of human rights are there? | 28 | |
| 3. | What do human rights do? | 29 | |
| 4. | What obligations exist under human rights? | 30 | |
| 5. | Where are human rights embodied in law and how are they monitored? | 32 | |
| Supplementary material | 35 | ||
| MODULE 2: POLICING FROM A HUMAN RIGHTS PERSPECTIVE | |||
| Introduction | 45 | ||
| Activity: Policing from a human rights perspective | 46 | ||
| Handout 1 – Discussing police and human rights | 49 | ||
| Handout 2 – Practical human rights examples | 50 | ||
| Briefing notes | 51 | ||
| 1. | Key concepts | 51 | |
| 2. | Handouts – Questions and answers | 51 | |
| a. | Handout 1 – Questions and answers | 52 | |
| b. | Handout 2 – Questions and answers | 57 | |
| Supplementary material | 59 | ||
| Extended activities | 63 | ||
| Extended activity 1: One-on-one interviews in Sweden’s police academy |
63 | ||
| Extended activity 2: Human rights education for German police officers at historical sites of Nazi crimes. Police work today and in the past |
65 | ||
| MODULE 3: HUMAN RIGHTS ANALYSIS – THE OBLIGATIONS TO RESPECT AND TO PROTECT Introduction |
69 | ||
| Activity: Human rights analysis – obligations to respect and to protect |
70 | ||
| Handout 1 – Human rights analysis – obligation to respect | 72 | ||
| Handout 2 – Human rights analysis – obligation to protect | 75 | ||
| Briefing notes | 78 | ||
| 1. | Key concepts | 78 | |
| a. | What is a human rights obligation? | 78 | |
| b. | What do we mean by necessity and proportionality in human rights? | 78 | |
| 2. | Activity guide: human rights analysis | 80 | |
| a. | Handout 1 – obligation to respect | 83 | |
| b. | Handout 2 – obligation to protect | 90 | |
| Supplementary material | 95 | ||
| Extended activities | 104 | ||
| Extended activity 1: Scenario training at Austria’s police academies |
104 | ||
| Extended activity 2: Scenario training at Germany’s State Police of North Rhine-Westphalia |
106 | ||
| MODULE 4: THE PROHIBITION OF TORTURE AND INHUMAN OR DEGRADING TREATMENT OR PUNISHMENT |
|||
| Introduction | 111 | ||
| Activity – Version 1: Conditions that facilitate or prevent ill-treatment |
112 | ||
| Activity – Version 2: Ill-treatment role play and case studies | 112 | ||
| Handout – Activity version 1: Conditions that facilitate or prevent ill-treatment | 115 | ||
| Handout – Activity version 2: Ill-treatment role play and Case studies A and B | 117 | ||
| Briefing notes | 119 | ||
| 1. | Key concepts | 119 | |
| 2. | What is inhuman or degrading treatment? | 120 | |
| 3. | Activity version 1 – Conditions that facilitate or prevent ill-treatment |
121 | |
| a. | Milgram experiment | 121 | |
| b. | Stanford prison experiment | 122 | |
| 4. | Activity version 2 – Ill-treatment role play and Case studies A and B | 123 | |
| Supplementary material | 125 | ||
| MODULE 5: DIVERSITY, EQUALITY AND NON-DISCRIMINATION | |||
| Introduction | 133 | ||
| Activity 1 – Version 1: Left hand/right hand | 134 | ||
| Activity 1 – Version 2: Multiple identities | 137 | ||
| Handout – Activity 1 version 2: Multiple identities | 139 | ||
| Activity 2: Role play – job applications | 140 | ||
| Handout – Activity 2: Role play – job applications | 143 | ||
| Activity 3: Human rights analysis – non-discrimination | 144 | ||
| Handout – Activity 3: Human rights analysis – non-discri mi nation |
146 | ||
| Briefing notes | 149 | ||
| 1. | Key concepts | 149 | |
| a. | Diversity and identity | 149 | |
| b. | Equality and non-discrimination: basic concepts | 151 | |
| c. | Discrimination and profiling | 155 | |
| 2. | Analytical scheme – non-discrimination | 156 | |
| Handout – Activity 3: Human rights analysis – non-discrimination | 158 | ||
| Supplementary material | 163 | ||
| MODULE 6: HUMAN RIGHTS OF POLICE OFFICERS | |||
| Introduction | 171 | ||
| Activity 1: Human rights experiences | 172 | ||
| Activity 2: Case study – discrimination in the workplace | 174 | ||
| Handout – Activity 2: Case study – discrimination in the workplace | 176 | ||
| Briefing notes | 178 | ||
| 1. | Key concepts | 178 | |
| a. | Do police officers have human rights? | 178 | |
| b. | Challenges to the human rights of police officers | 180 | |
| c. | Which human rights are particularly relevant to police officers? | 181 | |
| 2. | Activity guide: human rights analysis | 183 | |
| ANNEXES | |||
| Annex 1: Workshop programmes | 189 | ||
| Annex 2: Basic guidance for trainers | 194 | ||
| Annex 3: Case study preparation – tips | 197 | ||
| Annex 4: Compilation of practices | 201 | ||
Manualen i pdf-format hos FRA – European Union Agency for Fundamental Rights.
Omtale af manualen hos FRA – European Union Agency for Fundamental Rights.