February 2006 attitudes are deeply rooted, and any attempt to change these during short training courses is likely to be resisted or even counter-productive, unless highly skilled trainers are involved. However, it is essential that training does address the subject of prejudice and stereotyping of ethnic groups as a potential obstacle to fair and professional treatment of minorities. Such training should provide police with an opportunity to reflect on their own attitudes and prejudices and on how to ensure these do not impact negatively on their work. The main emphasis in training, therefore, should neither be on simply providing information nor on changing attitudes, but rather on helping police in a practical way to carry out their everyday work in multi-ethnic contexts in a manner that accords with professional standards and international human rights. Training should therefore be seen as one particular, though very important, form of professional support, and as a resource for professional development. Other forms of professional support are referred to under Recommendations 10 and 11 below. In view of the need to make training practical, it is important that appropriate methods are used. Formal lectures are likely to have limited value on their own. They need to be accompanied by interactive methods such as structured discussion and debate, involving exchange of opinion and experience. Most valuable of all are likely to be practical exercises and role plays which simulate real policing tasks in multiethnic societies. This practical approach to training requires a change in the role of the trainer. Rather than being the expert who delivers specialist knowledge, the trainer needs to be a facilitator of debate and experiential learning, and to have the skills and credibility to carry out this role. The subject expert still has an important role, but becomes a resource person whose knowledge of minorities and inter-ethnic relations can be drawn on. The existing knowledge and experience of trainees (especially where they are experienced officers) relating to minorities is also an extremely important resource, which must be drawn on, shared and evaluated. 9. It is recommended that training in minority issues and inter-ethnic relations is included in both initial and in-service training, and provided for senior as well as junior police officers. Representatives of minorities should be involved in both the planning and delivery of training. 20