(e) as has been emphasised in Part 1, cybercrime is increasingly transnational in nature. International co-operation is a highly desirable feature of training and is likely to make co-operation easier and more effective in actual practice; (f) while many areas of training focus on cybercrime per se, training in evidence needs to take into account the fact that evidence of almost any type of crime may be found in electronic form. Adequate resources need to be put in place to enable governments to ensure that the standards and procedures adopted will enable the transfer of information, intelligence and most importantly, evidence, in acceptable forms to both sending and recipient jurisdictions. 3.2 Co-ordination of training activities is essential to avoid a continuation of the situation where donors deliver training that they consider to be important, without reference to the needs of the audience or the work of other donors. This wastes scarce resources as well as providing, in many cases, training that is not relevant to the audience. This Part may provide some assistance in identifying an approach to the considered assessment of training needs and in identifying a platform through which future training activities may be co-ordinated in an effective manner. Requirements for skills and knowledge 3.3 As noted in Part 1, the speed of change in technology and its impact on crime are increasing rapidly. The knowledge and skills needed to deal effectively with cybercrime and electronic evidence are manifold and constantly challenged by offender innovations. There is some need for highly trained, skilled and specialised experts, but the extent to which information and communications technologies have become pervasive is such that all criminal justice actors should have at least a basic understanding of such technologies and related problems. At this basic level, the widest audience needs to be able to recognise and deal with the evidence that computers and other digital media may provide in any type of investigation and prosecution. At this level, it should be a fairly simple exercise to introduce elements of relevant training into existing programmes for all within the criminal justice system. 3.4 Beyond a basic general awareness and understanding, there are many different needs. These depend on factors which include the role of each individual, the nature of the institution in which he or she works, and his or her functions within the organisation, the size of the organisation, the volume of cybercrime cases it handles and the degree of specialisation of its personnel (some states choosing to establish dedicated cybercrime units). Depending on these factors, training needs may be focused more on investigative law or evidence law, or on elements such as forensics or the technical skills needed to locate, preserve and seize digital evidence. 3.5 In addition to broad-based general skills training and the training of specialised personnel, specific cybercrime elements may also need to be developed and incorporated into training programmes for specialists in other areas such as organised crime, money laundering or financial and economic crime. In some cases training may be multidisciplinary and be offered to the whole range of criminal justice actors but in other scenarios it may need to be designed and delivered to each professional or institutional group separately. A further consideration, especially for smaller agencies, will be whether training and skills development is intended to be “top-down” and self-sustaining or not. In a very large agency, a cybercrime group, once established, may be largely self-sustaining, able to keep abreast of new developments in technologies and criminal methods, and train newcomers as needed. In small agencies and where case volumes are lower, ongoing training support – sending newcomers abroad for training for example – may be more effective. 40