MISSING PIECES - Inter-Parliamentary Union

MISSING PIECES
quasi-militaristic approaches to policing’ that have their origins in previous
colonial practices. It also highlighted the fact that some recent regional
codes of conducts do not specifically refer to the use of firearms. Parliamentarians
can lead a process of investigation into implementation of the
standards at a national or local/state level, and strongly encourage respect
and adherence to these principles.
In 2003 the Special Rapporteur on Human Rights Violations Committed
with Small Arms noted that: “State practice regarding the training,
planning of operations and investigation of arms-related violations by
State agents falls woefully below the standards articulated by international
human rights bodies.” 18 In response, she developed a set of Draft Principles
that, among other things, address this issue, complementing and reinforcing
existing norms. 19 These Principles were transmitted in September
2006 to the Human Rights Council, which now has the possibility to
adopt them.
TRAINING
“The 114 th Assembly of the Inter-Parliamentary Union . . . encourages
parliaments to ensure also that national legislation is matched by the
allocation of adequate means for the national authorities, including
training and equipment, to ensure the strict enforcement of national
laws.”
—IPU resolution, 114th Assembly, 12 May 2006 , para. 10
Training is an essential element of increasing police respect for international
norms and standards. Indeed, Principles 18, 19, and 20 of the UN
Basic Principles require governments and law enforcement agencies to provide
continuous and thorough professional training, and that law enforcement
officers are tested in accordance with standards in the use of force. 20
Principle 19 stipulates that law enforcement officers who are required to
carry a gun should only be authorised to do so after completing a special
training course. 21 The fact is, however, that training is not a priority in many
countries. Many police forces are taught how to fire a gun, but not how to
assess whether it should be fired in the first place. 22 Technical proficiency
is often more highly valued than adherence to norms governing the use
of force. 23
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