Documenti di Didattica
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Copyright Asia Pacific Forum of National Human Rights Institutions July 2013 (updated January 2017)
Credits
United Nations photographs are the property of the United Nations, which holds all rights in connection
with their usage.
Cover photographs
Bottom: Pupils at a high school in Kabul, Afghanistan, cheer in unison on the last day of Global Action
Week, an international campaign advocating free, quality education for all. UN Photo by Fardin Waezi.
Contents
Foreword iii
Acknowledgements iv
List of abbreviations v
Introduction for users vi
i
Human Rights Education A Manual for National Human Rights Institutions
Summary 151
Useful resources 155
Glossary 160
Appendices 163
Appendix 1: Logic Models applied to human rights education activities
in the Asia Pacific region 165
Appendix 2: Choosing an appropriate human rights education method 174
Appendix 3: Writing objectives 177
Appendix 4: Logic Model checklist 178
Appendix 5: Effective facilitation skills 180
Appendix 6: Four categories of learning experiences or styles 182
Appendix 7: Four types of thinking styles 183
Appendix 8: Self-evaluation, peer evaluation and external evaluation 184
Appendix 9: Guide questions for evaluating whether an activity meets
human rights education principles 185
Appendix 10: UNICEF framework for the development of rights-respecting
schools 186
Appendix 11: 4-A framework for education and international human rights
instruments 189
Appendix 12: United Nations Declaration on Human Rights Education
and Training 190
ii
Foreword
To claim their rights and seek redress for violations, people first need to understand their rights. To
properly respect, protect and fulfil the rights of those within their borders, agencies of the State and
other duty bearers need training and professional development.
Human rights education is essential to the long-term prevention of human rights abuses. It is a powerful
investment in the development of a strong human rights culture and, ultimately, in fairer and more just
societies.
National human rights institutions (NHRIs) have a crucial role to play in advancing human rights education
in their countries. It is a core part of their mandate.
The Paris Principles set out that NHRIs have a responsibility to assist in the formulation of programmes
for the teaching of, and research into, human rights and to take part in their execution in schools,
universities and professional circles.
The recently-adopted United Nations Declaration on Human Rights Education and Training also stresses
that NHRIs can play an important role, including, where necessary, a coordinating role, in promoting
human rights education and training by, inter alia, raising awareness and mobilizing relevant public and
private actors.
NHRIs in the Asia Pacific region have a long and rich tradition of delivering human rights education
programmes for a broad range of stakeholders. Some provide training in human rights law and practice
to the police, military and other law enforcement officials. Others work with their governments to
encourage the incorporation of human rights into national school curriculums. Of course, many also
undertake programmes at the grass-roots level to build the capacity of communities and civil society
organisations to advocate for human rights, especially for those most vulnerable to violations.
And as new technologies develop, NHRIs will continue to design innovative ways to share human rights
knowledge, skills, stories and perspectives with the many different groups with which they work.
This Manual seeks to draw together the principles and practice that are essential to effective human
rights education. It provides a thorough theoretical framework to assist NHRIs with the design, delivery
and evaluation of their human rights education programmes, as well as a broad range of case studies
showcasing good practice from NHRIs in the Asia Pacific region.
I trust this Manual will be of assistance to NHRIs in their important work.
Kieren Fitzpatrick
Director
Asia Pacific Forum of National Human Rights Institutions
iii
Human Rights Education A Manual for National Human Rights Institutions
Acknowledgements
This Manual was written by Dr Jillian Chrisp, Senior Adviser Human Rights and Race Relations with the
New Zealand Human Rights Commission. Dr Chrisp has undergraduate and postgraduate qualifications
in education and has worked as an educator in New Zealand and internationally. Since joining the
Commission, she has developed and facilitated human rights education programmes, led the review
of the Commissions human rights education programme and managed the national right to education
programme. Dr Chrisp is currently senior adviser to the Commissions human rights educators.
An NHRI peer reference group was constituted at the start of the project to inform the overall structure
and contents of the Manual. The following members of the peer reference group provided input and
feedback: Ariunaa Chuluunbaatar (Mongolia), Cristina Ricci (Australia), Eka Tanlain (Indonesia), Jaideep
Singh Kochher (India), Marc Titus Cebreros (Philippines), Shreeram Adhikari (Nepal) and Victorio Aleria
(Philippines).
The Manual was enriched through comments from the NHRIs of Australia and India, and from Sandra
Bernklau from the Pacific Islands Regional Right Resource Team.
Chris Sidoti, James Iliffe, Kieren Fitzpatrick, Lisa Thompson and Suraina Pasha from the APF also
contributed in their respective ways to the development of the Manual.
iv
List of abbreviations
APF Asia Pacific Forum of National Human Rights Institutions
NGO(s) non-governmental organization(s)
NHRI(s) national human rights institution(s)
OHCHR Office of the United Nations High Commissioner for Human Rights
UNICEF United Nations Childrens Fund
v
Human Rights Education A Manual for National Human Rights Institutions
vi
Part I:
Introduction to
human rights education
1
Human Rights Education A Manual for National Human Rights Institutions
Chapter 1:
Human rights: An overview1
KEY QUESTIONS
What are human rights?
Where do human rights come from?
What are the significant international human rights instruments and what
human rights do they cover?
What are the formal human rights obligations of the State?
Recognition of the inherent dignity and of the equal and inalienable rights of
all members of the human family is the foundation of freedom, justice and
peace in the world.1
2
Part I Introduction to human rights education
5 International Human Rights Milestones; New Zealand Human Rights Commission; 2008; available at www.hrc.co.nz/files/
2714/2399/5138/10-Mar-2009_10-14-19_International_Milestones_Final.pdf.
4
Part I Introduction to human rights education
1789: The French Declaration of the Rights of Man and Citizen was part of the transition from
an absolute monarchy to a more democratic form of government. It listed the natural rights
of liberty, property, security and the rights to resist oppression. It also replaced aristocratic
privilege with the principle of equality before the law.
1863: The Emancipation Proclamation was issued by the President of the United States,
Abraham Lincoln, declaring the freedom of slaves.
1893: New Zealand became the first nation to grant women the right to vote.
1919: The League of Nations Covenant, drawn up in the aftermath of World War I, sought to
prevent conflicts and to promote international cooperation. League members agreed not to go
to war until all possible means of peaceful settlement had been explored. This was weakened
by the absence of the United States and the withdrawal of Japan, Italy and Germany.
UN exhibit in New York, March 1943. Close-up of photographic display and seals of the nations. Photo by Marjory Collins.
6 Available at www.un.org/en/universal-declaration-human-rights/index.html.
7 The following countries voted in favour of the Declaration: Afghanistan, Argentina, Australia, Belgium, Bolivia, Brazil, Burma,
Canada, Chile, China, Colombia, Costa Rica, Cuba, Denmark, the Dominican Republic, Ecuador, Egypt, El Salvador, Ethiopia,
France, Greece, Guatemala, Haiti, Iceland, India, Iran, Iraq, Lebanon, Liberia, Luxembourg, Mexico, Netherlands, New Zealand,
Nicaragua, Norway, Pakistan, Panama, Paraguay, Peru, Philippines, Thailand, Sweden, Syria, Turkey, United Kingdom, United
States, Uruguay and Venezuela.
The Declaration was followed by two major human rights treaties, adopted by the United Nations in 1966.
The International Covenant on Civil and Political Rights8 includes the right to life and liberty, freedom
of expression, equality before the law and freedom from discrimination. The International Covenant on
Economic, Social and Cultural Rights9 includes the right to participate in culture, as well as the right to
work, education, health, language and an adequate standard of living.
The human rights principles and standards set out in the Universal Declaration of Human Rights, the
International Covenant on Civil and Political Rights and the International Covenant on Economic, Social
and Cultural Rights have been further refined in a series of other treaties or conventions that address
matters of concern to particular groups.
1984: Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or
Punishment13
The Convention requires States to take effective measures to prevent torture within their jurisdictions. It
also forbids States to transport people to any country where there is reason to believe that they will be
tortured.
1990: Convention on the Protection of the Rights of All Migrant Workers and Members of
Their Families15
The Convention seeks to guarantee equality of treatment and the same working conditions for migrants
as those enjoyed by nationals. It is based on the fundamental notion that all migrants should have
access to a minimum degree of protection.
8 Available at www.ohchr.org/EN/ProfessionalInterest/Pages/CCPR.aspx.
9 Available at www.ohchr.org/EN/ProfessionalInterest/Pages/CESCR.aspx.
10 Available at www.ohchr.org/EN/ProfessionalInterest/Pages/StatusOfRefugees.aspx.
11 Available at www.ohchr.org/EN/ProfessionalInterest/Pages/CERD.aspx.
12 Available at www.un.org/womenwatch/daw/cedaw.
13 Available at www.ohchr.org/EN/ProfessionalInterest/Pages/CAT.aspx.
14 Available at www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx.
15 Available at www.ohchr.org/EN/ProfessionalInterest/Pages/CMW.aspx.
6
Part I Introduction to human rights education
An Australian Indigenous performer at the opening of the UN Forum on Indigenous Issues eleventh session. UN Photo/Devra Berkowitz.
16 Available at www.ohchr.org/EN/HRBodies/CRPD/Pages/ConventionRightsPersonsWithDisabilities.aspx.
17 Available at www.ohchr.org/EN/Issues/IPeoples/Pages/Declaration.aspx.
18 Human Rights for All, United Nations; available at www.un.org/en/globalissues/briefingpapers/humanrights/index.shtml.
19 More information on the Universal Periodic Review is available at www.ohchr.org/en/hrbodies/upr/pages/uprmain.aspx.
20 The Manual was published by the APF in 2012. It is available at www.asiapacificforum.net/support/resources.
USEFUL RESOURCES
International Human Rights and the International Human Rights System:
A Manual for National Human Rights Institutions; APF; 2012
International Human Rights Milestones; New Zealand Human Rights
Commission; 2008; available at www.hrc.co.nz/files/2714/2399/5138/10-
Mar-2009_10-14-19_International_Milestones_Final.pdf
What are human rights?; OHCHR; available at www.ohchr.org/en/issues/
Pages/WhatareHumanRights.aspx
8
Part I Introduction to human rights education
Chapter 2:
Human rights education: An overview21
KEY QUESTIONS
What is human rights education?
How does the international human rights framework include human rights
education?
What is the purpose of human rights education?
Who is human rights education directed towards?
22 Available at www.ohchr.org/EN/ProfessionalInterest/Pages/CERD.aspx.
23 Available at www.ohchr.org/EN/ProfessionalInterest/Pages/CESCR.aspx.
24 Available at www.ohchr.org/EN/ProfessionalInterest/Pages/CEDAW.aspx.
25 Available at www.ohchr.org/EN/ProfessionalInterest/Pages/CAT.aspx.
26 Available at www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx.
27 Available at www.ohchr.org/EN/ProfessionalInterest/Pages/CMW.aspx.
28 Available at www.ohchr.org/EN/HRBodies/CRPD/Pages/ConventionRightsPersonsWithDisabilities.aspx.
29 Available at www.ohchr.org/EN/Issues/IPeoples/Pages/Declaration.aspx.
30 See Part I, paras. 33-34 and Part II, paras. 78-82.
31 Declaration and Programme of Action of the World Conference against Racism, Racial Discrimination, Xenophobia and Related
Intolerance; see Declaration, paras. 95-97; and Programme of Action, paras. 129-139.
32 Outcome Document of the Durban Review Conference; paras. 22 and 107.
33 World Programme for Human Rights Education: OHCHR; available at www.ohchr.org/EN/Issues/Education/Training/Pages/
Programme.aspx.
34 Available at https://documents-dds-ny.un.org/doc/UNDOC/GEN/N11/467/04/PDF/N1146704.pdf?OpenElement.
10
Part I Introduction to human rights education
My Dream for Aotearoa. Contributions by Gisborne Girls High School, New Zealand. Photo by Karen Johansen.
The preamble to the Declaration appeals to States to strengthen their efforts and commitment to human
rights education and training. The 14 articles in the Declaration set out:
the right to human rights education and training
the scope of human rights education and training
the principles that underpin human rights education and training
the responsibilities on States and others, as well as key roles to take action
guidelines on implementation, including by the international community.
Executive Director of Human Rights Education Associates, Felissa Tibbits: Human rights education is an
international movement to promote awareness about the rights accorded by the Universal Declaration
of Human Rights and related human rights conventions, and the procedures that exist for the redress
of violations of these rights.37
Jordan National Centre for Human Rights: Human rights education is all learning that develops the
knowledge, skills and values that advance human rights, responsibilities and actions.38
Office of the United Nations High Commissioner for Human Rights (OHCHR): Human rights education
promotes values, beliefs and attitudes that encourage everyone to uphold their own rights and those
of others. It develops an understanding of everyones common responsibility to make human rights a
reality in each community.39
El Centro de Estudios Democrticos de Amrica Latina (CEDAL): Human rights education, as critical
thinking, moral reflection and meaningful experiences which contribute to an understanding of power-
relations and power-structures, is both a tool for and the process of the struggle for social change and
for the implementation of human rights.40
United Nations Declaration on Human Rights Education and Training: Human rights education and
training comprises all educational, training, information, awareness raising and learning activities aimed
at promoting universal respect for and observance of all human rights and fundamental freedoms and
thus contributing to, inter alia, the prevention of human rights violations and abuses by providing persons
37 International Developments in the Field of Human Rights Education by Felisa Tibbitts in Comparative and International Education
Society Newsletter (No. 151); September 2009; available at www.cies.us/newsletter/sept%2009/Tibbits.html.
38 Prepared for a human rights education workshop in 2004.
39 Office of the High Commissioner for Human Rights; Human rights education and training; available at www2.ohchr.org/english/
issues/education/training/index.htm.
40 Towards a Pedagogy of Human Rights Education: International Consultation on the Pedagogical Foundations of Human Rights
Education; available at www.pdhre.org/dialogue/costarica.html.
12
Part I Introduction to human rights education
with knowledge, skills and understanding and developing their attitudes and behaviours, to empower
them to contribute to the building and promotion of a universal culture of human rights.41
Human Rights Centre, University of Minnesota: Human rights education is a process of acquiring relevant
knowledge, skills and values for knowing, asserting and vindicating ones rights based on international
human rights norms. This definition implies that human rights are empowerment tools By encouraging
the development of competencies and capabilities, [human rights education] can expand the meaning
of what it is to be human. Thus, education can and should be an empowering process, one that enables
those who have been marginalized in the economic, social, political and cultural spheres to claim their
status as full participating members of a community.42
World Programme for Human Rights Education Second Action Plan (20122014): Human rights
education can be defined as education, training and information aimed at building a universal culture of
human rights. Effective human rights education not only provides knowledge about human rights and
the mechanisms that protect them, but also develops the skills needed to promote, defend and apply
human rights in daily life. Human rights education also fosters the attitudes and behaviours needed to
uphold human rights for all members of society.43
41 Article 2.
42 Module 20: Education for Empowerment; available at www1.umn.edu/humanrts/edumat/IHRIP/circle/modules/module20.htm.
43 Available at www.ohchr.org/Documents/Publications/WPHRE_Phase_2_en.pdf.
44 Definition adapted from the draft plan of action for the second phase (20102014) of the World Programme for Human Rights
Education (A/HRC/15/28; para. 1). The plan of action was adopted by the United Nations Human Rights Council on 30 September
2010 (resolution 15/11).
14
Part I Introduction to human rights education
Afghan refugee girls attend school in Varamin, Iran. UN Photo by Eskinder Debebe.
45 United Nations Declaration on Human Rights Education and Training; article 2.2.
Learning for human rights involves building peoples ability to enjoy and exercise their own rights
and to respect and uphold the rights of others. It encourages people to act in response to human
rights violations and teaches them about the tools that could be used in that action. Human rights
education stimulates and engages learners, with the aim of transforming peoples lives, the environment,
the community and the broader society.
Specific outcomes for human rights education may include, but are not limited to:
the dissemination of knowledge and general awareness about human rights, such as:
the Universal Declaration of Human Rights and other international human rights instruments
relevant domestic human rights legislation
the historical processes that have prevented the realization of human rights
the rights of specific marginalized groups
mechanisms for addressing human rights grievances
power relations and social forces.
building the capability of people to:
apply human rights knowledge and understanding to their own situations
apply international human rights standards to local, national and international contexts
translate United Nations legal and technical language and concepts into those appropriate to
their contexts
analyse structures and systems through a human rights lens
reflect on their own actions and the consequences of their behaviours
identify those human rights issues that are most pertinent to their group, community or society
develop strategies to prevent and address human rights violations.
strengthening individuals and communities to take action toward human rights outcomes.
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Part I Introduction to human rights education
A rights holder:
is entitled to rights
is entitled to claim rights
is entitled to hold the duty bearer accountable
has a responsibility to respect the rights of others.48
Duty bearers are individuals or institutions who are obligated to promote and protect the rights of
the rights holders. As with the rights holder, a duty bearer may be such due to their relationship with
someone who does not have power in that relationship. Institutionally, duty bearers are those with the
role and ability to uphold the human rights of others.
Being a member of the military, this project gave me a profound awareness of my job and I
learned how to protect the rights of every individual. (Philippines)
Philippines National Police and the Armed Forces of the Philippines at Human Rights Day 2008, Esperanza, Mindanao, Philippines.
Photo by Jill Chrisp.
The overall responsibility for meeting human rights obligations rests with the State or legal duty bearers.
This responsibility includes all the agencies of the State, such as parliaments, ministries, local authorities,
judges and justice authorities, police and immigration services, defence forces, teachers, lecturers and
those involved in school communities. All are legal duty bearers.
Every other individual or institution that has the power to affect the lives of rights holders is a moral duty
bearer. Moral duty bearers could include the business sector, private companies, local leaders, civil
society organizations, international organizations and heads of households.
Influencers have an important role to play in persuading the duty bearers to fulfil their obligations and
the rights holders to understand and claim their rights. This group includes, among others, the media,
religious leaders, tribal and ethnic leaders, unions, NGOs, human rights defenders and NHRIs.49
Following is a list of groups to which human rights education may be directed and why.50
49 Educational institutions may also be in this category, except for their ability to determine the successful passage of a child or
young person through school.
50 Adapted from The Human Rights Education Handbook: Effective Practices for Learning, Action, and Change; Nancy Flowers et
al; 2000.
51 Early years, life chances and equality: a literature review; Paul Johnson and Yulia Kossykh, Frontier Economics; published by the
Equality and Human Rights Commission; 2008; available at www.equalityhumanrights.com/sites/default/files/research_report-7-
early-years-life-chances-and-equality-literature-review.pdf. Diversity and equality guidelines for childcare providers; Office of the
Minister for Children (Ireland); 2006; available at www.dcya.gov.ie/documents/childcare/diversity_and_equality.pdf.
18
Part I Introduction to human rights education
Doctors and nurses, lawyers and judges, social workers, journalists, police and military
officials
Some urgently need to understand human rights because of the power they have or the positions of
responsibility they hold. Human rights courses should be fundamental to the curricula of medical schools,
law schools, universities, police and military academies and other professional training institutions.
Vulnerable populations
Human rights education must not be limited to formal schooling. Many people never attend school.
Many live far from administrative centres. Yet they, as well as refugees, minorities, migrant workers,
indigenous peoples, people with disabilities and the poor, are often among the most powerless and
vulnerable to abuse. Vulnerable peoples need to understand their rights and the protection systems and
processes they may engage to protect and uphold their rights.
Power holders
This group includes members of the business and banking community, landowners, traditional and
religious leaders and anyone whose decisions and policies affect the lives of many people. As holders
of power, it is important that they understand that human rights benefit the community and themselves
and that human rights provide the basis for long-term stability and further development.
Human rights education aims to strengthen the capacity of duty bearers to protect the rights of others. It
aims to empower rights holders to take control of their lives. The effective design and delivery of human
rights education requires an analysis of the power context of the participants.
USEFUL RESOURCES
Human Rights Education Pack; Asian Regional Resource Center for Human
Rights Education; 2003 (2nd edition)
Understanding Human Rights: A Manual on Human Rights Education;
Wolfgang Benedek, European Training and Research Centre for Human Rights
and Democracy; 2012
Applying a Human Rights Based Approach; Danish Institute for Human
Rights; 2007
The Human Rights Education Handbook: Effective Practices for Learning,
Action, and Change; Nancy Flowers with Marcia Bernbaum, Kristi Rudelius-
Palmer and Joel Tolman, Human Rights Resource Center, University of
Minnesota; 2000
20
Part I Introduction to human rights education
Chapter 3:
National human rights institutions
and human rights education52
KEY QUESTIONS
What does the international human rights framework say about the
mandate and role of NHRIs to deliver human rights education?
What do NHRIs need in order to deliver a quality human rights education
programme?
What are some examples of human education programmes around the
Asia Pacific region?
Participants in a recent APF regional training workshop on the rights of migrant workers. Photo by the APF/Suraina Pasha.
As part of their human rights promotion function, NHRIs have a responsibility to:
raise community awareness about their purpose, role and functions
build practical and applied understanding of human rights and enable and mobilize others to
become human rights actors and defenders
use their unique national position to build cultures of human rights across all levels and sectors
of society.
Although NHRIs have the autonomy to undertake human rights education in a way that is appropriate
to their national context, most will:
develop and distribute information on human rights
engage in public awareness sessions
provide specialized training to key constituents
use the media to promote understanding and awareness of human rights and of their own work
work toward ensuring that human rights are taught in schools.55
The plan of action for the second phase56 of the World Programme for Human Rights Education identifies
NHRIs as one of the key bodies to work with State agencies in scoping, planning, implementing and
evaluating national human rights education plans. It is also the responsibility of NHRIs to monitor the
progress of their national human rights education plans and to report on progress to the United Nations
through human rights reporting mechanisms.
55 National Human Rights Institutions: History, Principles, Roles and Responsibilities; Professional Training Series No. 4 (Rev. 1);
OHCHR; 2010; p. 73.
56 Available at www.ohchr.org/Documents/Publications/WPHRE_Phase_2_en.pdf.
22
Part I Introduction to human rights education
NHRIs should ensure that their human rights education programmes and activities have action
dimensions and action results. They can encourage and enable people to act for human rights by:
57 For more information, see Chapter 2 of the Manual on Conducting a National Inquiry into Systemic Patterns of Human Rights
Violation, APF and the Raoul Wallenberg Institute of Human Rights and Humanitarian Law; 2012.
proposing action possibilities through human rights education programmes and activities
incorporating learning by action and reflection in human rights education programmes and activities
assisting learners to develop human rights projects to follow up human rights education
programmes and activities
supporting learners to implement what they have learnt in human rights education programmes
and activities.
NHRIs produce materials that assist people to talk about human rights. Some of these materials are
purely informational but others are more specifically directed towards education, for example, training
and education modules and manuals.
NHRIs also conduct programmes that develop human rights educators. Building the ability for others to
be human rights educators is an effective way for NHRIs with limited resources to maximize their impact
in communicating human rights messages. NHRIs cannot provide human rights education directly to
everyone. Equipping others to do so is one of the most effective and efficient means of broadening
human rights education. This is part of the action dimension of human rights education; training trainers
and educating educators to encourage others to take human rights action. Human rights education
programmes conducted or sponsored by NHRIs should develop strategies for this to occur.
The three basic requirements of NHRIs in providing human rights education include:
a planned, strategic and resourced human rights education programme
skilled human rights educators
effective resources.
58 National Human Rights Institutions: History, Principles, Roles and Responsibilities; Professional Training Series No. 4 (Rev. 1);
OHCHR; 2010; p. 55.
59 A framework to measure the impact of education and training programmes has been developed by the International Council on
Human Rights Policy. See Assessing the Effectiveness of National Human Rights Institutions; 2005; pp. 35-38.
24
Part I Introduction to human rights education
NHRIs will produce materials for education purposes. The nature and use of the resources, both the
content and the medium, will vary according to its education purpose. Core education materials may
include:
general information about the NHRI, what it does and how to contact it
general information on human rights and principles
targeted information about specific rights and for specific groups
publication of the NHRIs activities, for accountability reporting, education and advocacy
resources developed from published research and outcomes of investigations and inquiries
ongoing and updated information related to a particular sector or topic, such as newsletters,
websites and social media sites
model human rights education curricula and human rights training modules.
Other resource considerations may include administration and communications systems, equipment
and technologies.
26
Part I Introduction to human rights education
The mission of the Commission on Human Rights of the Philippines is [to] evolve a human rights
culture through the institutionalization of a continuing multi-sectoral and multi-disciplinary human rights
education programme in the formal, non-formal and community-based sectors.
28
Part I Introduction to human rights education
Te Huia Bill Hamilton from the New Zealand Human Rights Commission and Panglima Buhali Bulaka Ajilani, leader of the Sama Dilaut, greet each
other with a traditional Maori hongi (pressing of noses). Photo by Jill Chrisp.
3.8. APF69
The training-of-trainers blended learning course, piloted in 2012 by the APF and run again in 2013,
provides staff from NHRIs in the Asia Pacific region with core skills and knowledge on the development,
delivery and evaluation of human rights training courses. The course uses a blended-learning format,
combining online learning and interaction with a face-to-face workshop. It aims to build the capability
of participants who, through an optional follow-on Master Trainer programme, will receive mentoring
from senior APF trainers and be invited to assist with the facilitation of future APF training programmes.
USEFUL RESOURCES
Assessing the Effectiveness of National Human Rights Institutions;
International Council on Human Rights Policy; 2005
National Human Rights Institutions: History, Principles, Roles and
Responsibilities; Professional Training Series No. 4 (Rev. 1); OHCHR; 2010
A Manual on National Human Rights Institutions; APF; 2013
30
Part II:
Human rights education
theory, principles and approach
31
Human Rights Education A Manual for National Human Rights Institutions
Chapter 4:
Human rights education
theory and principles70
KEY QUESTIONS
How can human rights education be empowering and transformative?
What are some of the theoretical concepts that guide human rights
education?
What are some of the principles that guide human rights education?
Education is not only political but it is based on the political sense that
emerges from love and the political sense that attempts to build a world
of justice and community. ... This love of course is not purely sentimental
emotion but it is the kind of love that is concerned with transforming the
degrading living conditions to which fellow human beings are subjected.
Politics is the love by which people work together to transform inhumane
and unjust conditions; it is part of the noble quest and struggle for dignity
and justice.70
This chapter discusses the theory and principles that provide the foundation for the design,
implementation and evaluation of an education activity. There are many theories about education. Those
that are important to human rights education are about encouraging individual and societal change
through developing human rights knowledge, skills, attitudes and behaviours. Designing, implementing
and evaluating human rights education seeks to achieve this result.
The first half of this chapter brings together some ideas developed by educators who focus on education
that is based on empowerment, equality and justice.71 The human rights education principles outlined in
the second half of the chapter have been developed from this thinking.
32
Part II Human rights education theory, principles and approach
Banking education:72 Some education relies on information-giving as the only method. In this form of
education, the educator is seen as the authority of the knowledge. The participants are treated as if they
have no knowledge or experience that can contribute to the leaning. Human rights education delivery is
at risk of becoming a banking process if the only methods used are giving information.
Bottom-up/top-down perspective: The bottom-up/top-down dimension describes the behaviour
of an individual or group when it imposes its views and ideas onto another individual or group. This
is particularly so when the relationship is hierarchical and power-based. A top-down process can
be important and effective; a department of education, for example, may decide that all teachers will
include human rights education in the curriculum. Effective human rights education, however, relies
significantly on a bottom-up approach, where people are encouraged to understand human rights in
their own way and develop their own behaviours and actions accordingly.
Top-down
Bottom-up
Critical pedagogy:73 It is important to encourage participants to think critically about their own
situations and to make connections between their individual problems and experiences and their wider
contexts. A critical pedagogy of education involves encouraging a deep understanding of the world and
events. It also includes taking action. The role of the human rights educator is to provide an opportunity
for participants to identify common problems, analyse them and find agreed and practical solutions.
Dialogical education: Real learning happens when people communicate, and listen to, different
experiences, thoughts and ideas. Through genuine dialogue, everyone is a learner and a teacher. The
role of the human rights educator is to create a genuine learning community where those involved,
included the educator, are able learn from each other.
Human rights education pedagogy:74 In order for human rights education to contribute to equality,
non-discrimination and justice, the human rights educator ensures that education activities respect the
human dignity of all those involved. In this way, both the content and the process of education results in
individual and collective empowerment and transformation.
Insider/outsider perspective:75 Human rights education emphasizes the role and the contribution
of the participants. The concept of insider/outsider is one way of explaining the dynamics involved in
developing and delivering human rights education. In this approach, the participants are the insiders.
They are the ones involved in the education activity. Those not involved in the activity are the outsiders.
The outsiders may have a legitimate interest and an investment in the education activity, but it is not
about them. The task of the human rights educator is to ensure that the knowledge and experience of
the insiders guides the education activity. Sometimes the educator is an insider to the participant
group; for example, a young person working with youth participants or a police officer working with
other police officers. If the human rights educator is an outsider to the participant group for example,
a non-indigenous person working with an indigenous group or a man working with a group of women
it is important that insider collaborations or partnerships are formed.
Participatory approach: Using a participatory approach to human rights education involves participant
and stakeholder contribution to the planning, implementation and evaluation of an activity. The benefits
of this are many.
It strengthens group, organization and community capacity.
Programmes are developed effectively and efficiently.
Mutual learning happens through the sharing of information, skills and experiences.
It generates a greater understanding of the human rights issues to be addressed.
It builds broader support for programmes and activities.
It takes advantage of knowledge and expertise that might otherwise be overlooked.
It identifies possible controversial aspects of an issue and helps bring together different points of
view to achieve consensus in a collaborative manner.76
Praxis: Action will be effective if it is connected with review and reflection. Praxis involves not only taking
action but thinking about what actions are being taken. It involves not only thinking but taking action on
those thoughts.
76 Adapted from Participatory Methods Toolkit: A Practitioners Manual; Dr Nikki Slocum; joint publication of the King Baudouin
Foundation and the Flemish Institute for Science and Technology Assessment, in collaboration with the United Nations University
Comparative Regional Integration Studies; 2003.
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Part II Human rights education theory, principles and approach
Relevance: People will act on issues for which they have strong feelings. Education activities should be
about those issues that are important to the participants, as there is a close link between emotion and
the motivation to act. The role of the human rights educator is to learn about, and from, the participants
so that the education activity is meaningful to them.
Structural analysis: This approach analyses the structures and power relations in society in order to
identify the most effective interventions that will facilitate positive change to human rights conditions.
Transformative education: The opposite of banking education, transformative education involves
participants in transforming individual lives, the environment, community and society. The human rights
educator works to build the ability and commitment of each person to be actively engaged in creating
change. Transformative education is empowering.
Relevant to
participants
Empowering Collaborative
Thoughtful
Participatory
action
Probing
Principle 2: Collaborative
Human rights education is enhanced by partnerships and collaborations.
In order to develop and implement a human rights education activity that is relevant to participants
and that will have a lasting impact, the human rights educator uses the knowledge and connections of
others. These are collaborators or partners.
Sometimes the collaboration may be formalized through a partnership agreement; for example, between
an NHRI and a department of police in the delivery of human rights education programme for police
officers. However, for the most part, these will be informal connections made between the educator, the
NHRI and those who may have information that will enhance the education experience.
The collaborative principle requires the human rights educator to identify others who will usefully
engage with the activity as partners or collaborators.
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Part II Human rights education theory, principles and approach
Principle 3: Participatory
Human rights education ensures that people fully participate in the education activity.
Real education occurs when people experience that who they are their priorities, thoughts, and
questions is valued and contributes meaningfully to the learning. The human rights educator looks for
authentic and respectful ways to engage participants.
A participatory approach to education is characterized by:
knowledge that is dynamic and changing, as participants contribute their experiences and
perspectives
people becoming actively engaged in learning
people learning about themselves
the educator acting as a facilitator, rather than the source of knowledge
a relationship with the educator that is based on interaction
learning through interaction, rather than memorizing knowledge through repetition
a focus on analysis, synthesis and application, rather than facts and information.77
The participatory principle requires the human rights educator to ensure that participants are fully and
actively engaged in the education activity.
Principle 4: Probing
Human rights education deepens knowledge and experience.
Human rights education encourages the discovery, sharing and understanding of participants
experiences. Participants are supported to talk about their own experiences and knowledge, make
comparisons with other information and understand why things are as they are.
The probing principle requires the human rights educator to use education processes, techniques and
tools that encourage participants to consider human rights issues and concepts in a meaningful way.
77 Adapted from the Human Rights Education Pack; Asian Regional Resource Center for Human Rights Education; 2003 (2nd
edition); p. 36.
78 Pedagogy of the Oppressed; Paulo Freire; 1968 (translated into English in 1970).
The thoughtful action principle requires the human rights educator to develop for themselves, and for
the participants, ways of thinking about what they do and how it impacts on their actions.
Principle 6: Empowering
Human rights education is empowering, encouraging non-discrimination, equality and inclusion.
Human rights education is empowering, guided by human rights principles of non-discrimination, equality
and inclusion. Transformative education encourages participants to actively participate in analysing their
situations through a human rights lens, identifying their priority human rights issues and developing
strategies to act on these in a way that is consistent with human rights standards and principles.
The empowering principle requires the human rights educator to ensure that both the process and
content of the education experience is empowering.
The remaining chapters in the Manual offer practical suggestions about how these principles may be
put into practice.
USEFUL RESOURCES
Human Rights Education as Empowerment: Reflections on Pedagogy by
Garth Meintjes in Human Rights Education for the Twenty-First Century;
George J. Andreopoulous and Richard Pierre Claude, eds.; 1997
Human Rights Education for the Twenty-First Century; George J.
Andreopoulous and Richard Pierre Claude, eds.; 1997
Human Rights Education Pack; Asian Regional Resource Center for Human
Rights Education; 2003 (2nd edition)
Maranga Mai! Human Rights Community Development by Jill Chrisp in the
Australian New Community Quarterly (Vol. 9, No. 1); Autumn 2011
Participatory Methods Toolkit: A Practitioners Manual; Dr Nikki Slocum;
joint publication of the King Baudouin Foundation and the Flemish Institute for
Science and Technology Assessment, in collaboration with the United Nations
University Comparative Regional Integration Studies; 2003
Pedagogy of the Oppressed; Paulo Freire; 1968 (translated into English in 1970)
38
Part II Human rights education theory, principles and approach
Chapter 5:
A human rights education approach79
KEY QUESTIONS
What is the responsibility of NHRIs when deciding the most appropriate
human rights education approach?
How can human rights education planning, implementation and evaluation
respond to diverse participants, contexts and purposes?
What are some of the frameworks that can strengthen a human rights
education approach?
This chapter introduces an approach to human rights education that has been developed to meet
multiple situations, needs, strengths and outcomes. It is built on the concepts and principles of the
previous chapter and uses three frameworks the human rights-based approach, the 4-A framework
and the Learning Pyramid as guides for strengthening the approach.
The Multi-Method approach uses the human rights education concepts and principles in Chapter 4. It
is based on the key human rights considerations of non-discrimination, participation, accountability and
empowerment.
The Multi-Method approach identifies six ways of conducting human rights education activities.
40
Part II Human rights education theory, principles and approach
1.5. Advocacy for human rights:81 Promoting the role and value of human
rights and encouraging people to act
While there are several forms of advocacy, most are aligned with social justice advocacy, working for
structural and lasting changes that increase the power of those who are most disadvantaged. The
human rights educator has a promoter role, supporting those most disadvantaged to use human
rights and human rights tools to take action to realize these rights and educating those in power to
respect, protect and fulfil these rights.
81 NHRIs use advocacy to lobby for certain identified outcomes, such as creating changes in the policies and practices of duty
bearers. The method in this approach refers to education about human rights that leads towards advocacy. See also Emerging
models of human rights education by Felisa Tibbitts, available at www.academia.edu/836925/Understanding_what_we_do_
Emerging_models_for_human_rights_education.
While each of the above methods has its own methodology and practice principles, it is recognized that
some of these methods encompass all or part of the others. Human rights community development,
for example, could involve all of the other methods; education and advocacy could involve training,
information dissemination and relationship management; and training could involve information
dissemination. Chapter 7 discusses the roles that the educator would play using each of these methods.
The methods used in the Multi-Method approach are not exclusive to human rights education. Some
are used for other mandated functions of NHRIs. Communications and media work, for example, can
include information sharing and advocacy, while policy analysis and legal intervention can use
advocacy, facilitation and information sharing. Similarly, relationship management is used across
all functions of the organization.
White Ribbon Day. Stopping violence against women and children. East Coast, New Zealand. Photo by Jill Chrisp.
82 Community in this context could refer to a sectoral or geographic community such as a workplace, a school, a group of people
with disabilities, a street, a village or a region and involve rights holders, duty bearers and influencers.
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Part II Human rights education theory, principles and approach
Figure 5.1: Methods used in the Multi-Method approach to human rights education
Policy
analysis
Multi-Method
Legal approach to Communications
intervention human rights media
education
Information sharing
Training
Facilitation
Relationship management
Advocacy for human rights
Community development
The Multi-Method approach to human rights education encourages the practitioner to match an
education method to the participants, as well as to the context and the purpose of the human rights
education activity.
Part III explains how the Multi-Method approach can be used in practice.
83 For the purpose of this Manual, the meanings included in this chapter have been slightly adapted from the original. The original
descriptors are available at www.right-to-education.org/node/226.
84 See the Right to Education Project at www.right-to-education.org.
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Part II Human rights education theory, principles and approach
85 The Statement of Common Understanding of the human rights-based approach was developed in 2003 by a meeting of
agencies and organizations. The UN Practitioners Portal on Human Rights-Based Approaches to Programming is available at
http://hrbaportal.org.
86 This figure has been informed by A Human Rights-Based Approach to Education for All; United Nations Childrens Fund and the
United Nations Educational, Scientific and Cultural Organization; 2007.
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Part II Human rights education theory, principles and approach
In order to be relevant to the work of human rights educators, a further layer has been added which links
the Learning Pyramid with the following three models of human rights education practice.88
The Values and Awareness Model focuses on sharing knowledge about human rights and
encouraging its general awareness. Methods for this model include lectures, media campaigns
and general distribution of information. There is little emphasis placed on the development of
skills, behaviours or transformational change.
The Accountability Model focuses on building the capability of people already involved in human
rights promotion or defence. It concentrates on content and skill development for human rights
practitioners and duty bearers. Content could include human rights law, protection mechanisms,
lobbying and advocacy skills, as well as sensitizing agents of the State, such as the judiciary,
police, and military. This model is also aimed at professional groups, such as educators, lawyers,
health professionals and the media.
The Transformational Model focuses on empowering individuals and communities to recognize
human rights abuses and make a commitment to their prevention.
Figure 5.5 shows that lower-level education methods are required for mass education purposes and
higher-level education methods are necessary for personal or social transformation.
Human rights education throughout the world has tended to be dominated by values and awareness
raising/seeing and hearing methods, even when target numbers are small. The Learning Pyramid
encourages the human rights educator to deepen the education experience, enable participative
engagement and aim at transformative and sustainable outcomes.
Passive methods
Values and awareness 5% lecture
10% reading
88 This work has been developed by Felisa Tibbitts, Director of the Human Rights Education Associates. See Emerging models of
human rights education, available at www.academia.edu/836925/Understanding_what_we_do_Emerging_models_for_human_
rights_education.
USEFUL RESOURCES
Human Rights-Based Approach to Education for All; United Nations
Childrens Fund and the United Nations Educational, Scientific and Cultural
Organization; 2007
Applying a Rights-Based Approach: An Inspirational Guide for Civil Society;
Danish Institute for Human Rights; 2007
Practising Social Change, Practitioners Journal; Institute for Applied
Behavioural Science, National Training Laboratories; available at
www.ntl-psc.org
Right to Education Indicator based on the 4 A Framework: Concept Paper;
Gauthier de Beco for the Right to Education Project; 2009
Right to Education Project; available at www.right-to-education.org
UN Common Learning Package based on the human rights-based approach;
available at http://hrbaportal.org/archives/resource-types/learning-training-
materials/
48
Part III:
Human rights education
in practice
49
Human Rights Education A Manual for National Human Rights Institutions
Chapter 6:
Planning and designing
human rights education89
KEY QUESTIONS
What are the main elements for planning and designing a human rights
education activity?
How can a Logic Model be used for planning and designing a human
rights education activity?
If you dont know where youre going, any path will get you there. The point
is to know, better than before, which path you are taking and why.89
1. INTRODUCTION
Every human rights education activity, no matter how small or large, will involve three key stages: planning
and design, implementation and evaluation. This chapter talks about the first stage: planning and design.
The figure below shows these three stages in a cycle because one human rights education activity will
often lead to another. When this happens it is hoped that the evaluation of the previous activity will help
improve the planning and implementation of the following activity, resulting in continuous improvement,
relevance and outcomes.
Figure 6.1: Planning and design stage in a human rights education activity
Implement Evaluate
Plan and
design
89 Situation Analysis: An Approach and Method for Analyzing the Context of Projects and Programmes; Global M&E Initiative;
available at http://cmsdata.iucn.org/downloads/approach_and_method.pdf.
50
Part III Human rights education in practice
Human rights education does not take place in isolation. All human rights education activities occur in
a context that is affected by many, and sometimes conflicting, factors. It is important that the human
rights educator consider these factors in the planning and design process and the influence they may
have on the activity.
Where possible, participants will be included in the planning and design process. This can happen in
a minor way; for example, by asking participants to take part in an initial needs assessment or more
completely, by having participants plan and design their own learning experience. Most human rights
education happens somewhere in between.
With some activities, such as delivering a presentation, facilitating a workshop and being interviewed by
the media, the process of planning and design may be short. In others, such as organizing a campaign
or implementing a community development project, it may be longer.
2. A LOGIC MODEL90
As a planning, implementation and evaluation tool, the Logic Model is useful for a range of human rights
education activities and programmes. In its simplest form, a Logic Model is a framework; a systematic
and visual way to link the elements of an education activity. It develops the story about what outcomes
are wanted from the education activity and how to achieve them. It involves four elements: situation
analysis, inputs, outputs and outcomes.
The Logic Model guides each of the three stages of a human rights education activity:
During the design and planning stage, the Logic Model helps identify what the activity is trying
to do; its outcomes, resources and timelines.
During the implementation stage, the Logic Model provides a management plan. The educator
is able to monitor whether the activity is reaching its objectives and, if it is not, to make the
necessary adjustments.
During the evaluation stage, the Logic Model helps report achievements, organize data, prepare
reports and identify any inconsistencies between the planned activity and the actual activity.
A Logic Model can apply to many levels of human rights education activity; a national, community or
organizational activity, a project plan, an hour-long workshop or an individual work plan. As long as it
includes the key elements, a Logic Model can be constructed in any shape that works best for those
involved and the resources available. For example, a Logic Model could be drawn on big sheets of
paper, with sticky notes on a wall, on a computer screen or in some other form. However they are
created, they need to be able to last the life of the activity.
The Logic Model that is developed at the planning stage of a human rights education activity is also the
monitoring and evaluation tool.
The situation analysis92 element of a Logic Model assesses the context of a particular human rights
issue or activity. It gathers background information on the relevant individuals, groups and communities.
The information is used to identify needs, strengths, barriers and supports. It builds knowledge of the
context in which the activity will be implemented. A situation analysis may ask questions, such as those
below.
What are the human rights priorities in a What are the external factors that impact on the
situation? context?
What is the human rights issue or focus that is to What type of human rights activity would be most
be addressed by the activity? relevant to the issue and the participants?
91 A Logic Model checklist is available at Appendix 4. It provides a list of points to consider when using the Logic Model to plan and
design a human rights education activity.
92 This can also be called scoping or needs assessment.
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Part III Human rights education in practice
Who should be involved in the human rights What are characteristics of the participant group
education activity the participants? their roles, experiences, prior knowledge,
potential barriers, constraints and contributions?
What are the expectations, needs and strengths What are the expectations, needs and strengths
of the stakeholder group? of the participant group?
Who has an interest in the human rights issue or Who are the other actors? Who else is involved in
focus the stakeholders? addressing this human rights issue?
The answers to these questions will provide the educator with baseline data about the situation, prior to
the education activity taking place. It will give information that can be used to plan what is to be achieved
(the outcomes) and how to achieve that (the type of activity to be designed and the audience/participant
group that will be involved). The information from the situation analysis will provide a benchmark against
which the effectiveness of the activity can be monitored and evaluated.
There are various ways that the situation analysis can occur. Ideally, participants and other stakeholders
will be involved in the assessment. This ensures that it is participant-centered; that it is about the
participants, not the educator. Effective human rights education is carried out with others, not to others.
The greater the shared understanding of the human rights issues, and the greater the desire and ability
to address them, the greater the likelihood of bringing about positive change.
It is not always possible or practical to fully involve participants and other stakeholders in the situation
analysis, particularly if the activity is short and non-intensive. The amount of resources and the time
involved in this step will also vary according to the size and complexity of the activity. The challenge
for the human rights educator is to create ways and processes that involve participants and other
stakeholders as much as possible. It may mean an email or phone exchange with someone who can
provide the information or it may mean more intensive engagement and research through focus groups,
community meetings, reading reports and so on.
The inputs element of a Logic Model explores what resources are required and available to carry out a
human rights education activity.
The most important resource for any human rights education activity is people; human rights educators,
administrators, communications people, partners, participants and other experts. The situation analysis
will have identified the capacities and strengths that are available in an individual, community or
organization and those with whom collaboration would be beneficial to guide, support, contribute to or
partner the activity. Making time to engage with others, to listen to their views and to take their views
into account significantly improves the strength and quality of these relationships, which in turn impacts
positively on the achievement of outcomes.
The outputs element of a Logic Model includes two aspects: the human rights education activity itself
and the people who will be involved in it (the participants and stakeholders). The planning and design
stage involves deciding what type of activity will be used (the methods and tools) and identifying the
participants. It uses information that has been gathered through the situation analysis.
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Part III Human rights education in practice
The next step is to decide the type of activity that will be used; for example, writing a media release,
organizing a campaign, running a blended learning course, establishing a network, working with a
community to build its human rights capacity or giving a presentation. Appendix 2 provides a guide to
selecting the most relevant method and activity. The activity will also include objectives.
Objectives are specific, short-range statements that describe a plan for reaching the outcomes and
achieving the goal. They focus on the activities and interventions that will need to happen in order to
achieve the outcomes.
Writing effective objectives can take time, particularly if they are being written collaboratively with
participants and stakeholders. A commonly used tool for developing quality objectives and outcomes is
SMART. This acronym identifies the five key elements of quality objectives.
Specific What exactly are we going to do, with or for whom? Is the objective clear and
well defined?
Measurable Is it possible to assess progress and know when the objective has been
achieved? Will it result in tangible outcomes?
Achievable Is the objective realistic within the availability of resources, knowledge and time?
Relevant Is the objective appropriate, acceptable and significant to the participant or
other stakeholder groups? Will the objective lead to the desired outcomes?
Time-bound Has the objective a realistic and achievable timeframe?
Beginning a learning objective with a strong verb can help guide the development of an activity because
it focuses attention on what participants are supposed to be able to do or demonstrate. Appendix 3
uses an adaptation of Blooms Taxonomy of education objectives and matches learning domains with
verbs and associated activities.93
In addition to being SMART, the objectives also need to be flexible and responsive to the changing
needs or focus of the participant and stakeholder groups. The objectives for a formal activity, such as
the delivery of a human rights curriculum in a school, may be predetermined and fixed. However the
objectives for the development of a media campaign may be more subject to change, while the objectives
for a group seeking change in their community will need to be fully flexible, renegotiable and responsive.
Once the overall method and the type of human rights education activity have been selected, and the
objectives written, there are other matters to plan.
Content
This is what the activity will include; its subject matter. To develop this content the human rights educator
will need to consider:
what the activity is seeking to achieve
who the participants and stakeholders are, such as children, women, members of a religious
minority group, indigenous leaders, people with disabilities, community members involved in
post-conflict reconstruction or government officials
the prior knowledge and abilities of the participants
time and resource allocation.
93 Adapted from Taxonomy of Educational Objectives: The Classification of Educational Goals; Handbook I: Cognitive Domain;
Benjamin Bloom et al; 1956.
Structure
This is the plan for the activitys content and its process. It may be a session plan for a workshop, the
outline of a website or written resource or an agenda for a meeting. Part IV of the Manual includes
several techniques for structuring an activity.
Environmental considerations
This is about where the activity will take place and understanding what impacts the environment may
have on the activity. What possibilities or opportunities does the environment offer? Does it create
barriers to accessibility for some people?
Logistics
This includes all the arrangements that are required to ensure that the activity runs smoothly. This may
include developing a formal agreement with a partner group, booking a venue, organizing catering,
ensuring that people know how to get to a venue, informing the media of the activity and holding a
meeting with the planning group.
The educator is often juggling many things at the time. Although there are a number of planning tools
and instruments available, a basic list of what needs to happen, when it needs to happen and who will
make it happen will usually be enough.
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Part III Human rights education in practice
The Maldives Commission conducting training with police. Photo by the Human Rights Commission of the Maldives.
94 Communication can be with internal and external stakeholders and be outwards and inwards, sent and received. The level
of formality and structure will depend on the nature of the activity. For example, a session with a class of students may only
require email as needed, while a major activity may require a structured communications plan. One of the most important
aspects of communication for a human rights educator is to report important human rights information gathered from individuals,
organizations and communities back to her or his managers in the NHRI.
95 Further information on monitoring and evaluation is provided in Chapter 8.
96 These three groups are discussed in Chapter 2.
Stakeholders are those who have an investment in an activity. They may impact on it or be impacted
by it, such as the local authority in an area where an education activity is taking place or factory workers
whose conditions may change as a result of employer education. Stakeholders may or may not be
participants in the education activity.
However the participant group is identified, this Manual cannot emphasize enough the importance of
their involvement in the planning, implementation and evaluation of the activity. It is: Nothing about us,
without us.
The outcomes element of the Logic Model is about identifying the results that are expected from the
activity. In the planning stage, the human rights educator will develop what the activity will achieve and
what measurable steps (indicators) need to be put in place to show what progress has been made.
The definitions and language of goals, objectives and outcomes vary and can sometimes be conflicting
and confusing. This Manual uses the terms in the following ways.
Outcomes indicate the desired change as a result of a human rights education activity. They define
what the result will look like if the activity is successful and how that success will be measured.
Outcomes are often developed with a long-term aim in mind. This is the goal. Goals are broad, brief
statements that create the vision that inspires the activity. While goals are not generally achieved, they
provide the framework for setting the outcomes and the objectives around which strategies or activities
can be organized.
If the overriding human rights goal is the achievement of human rights for all, then the overall human
rights education goal would be the development of essential knowledge, skills, attitudes and behaviours
that enable and motivate individuals, groups, communities, and nations to contribute to making human
rights a reality for all.
As discussed in Chapter 2, human rights education has three clusters of goals. It aims to provide
experiences where participants learn about human rights, learn through human rights and learn for
human rights.97 Based on these goals, it is the task of the human rights educator to develop clear
outcomes for each activity or programme of activities. Ideally, this happens in collaboration with the
participant and stakeholder groups.
Examples of goals from human rights education activities undertaken by NHRIs in the Asia Pacific region
include:
The capacity of human rights defenders primarily working at district levels is increased; National
Human Rights Commission of Nepal 98
A human rights culture in general, and the rights of the child in particular, is promoted in Qatari
schools; National Human Rights Committee of Qatar 99
The ability of Disabled Persons Organizations and government representatives in the Pacific to
progress disability issues is increased; Australian Human Rights Commission.100
97 United Nations Declaration on Human Rights Education and Training; article 2.2.
98 Course of instruction for human rights defenders; National Human Rights Commission of Nepal; January 2012.
99 Human rights education programme in schools; Qatar National Human Rights Committee; 2012.
100 Building capacity and knowledge of Disabled Persons Organizations and government representatives in the Pacific to progress
disability issues: Activity report; Australian Human Rights Commission; 2012.
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Part III Human rights education in practice
Human rights education capacity building with the Jordan National Centre for Human Rights. Photo by Jill Chrisp.
The goal guides the development of the outcomes. These will describe what the human rights situation
will be like during the progress of the activity or when the activity has been completed and the objectives
have been achieved.101 Outcomes also need to be SMART.
Now, I observe that the soldiers are disciplined and no longer abusive. Members of the Citizen
Armed Forces Geographical Unit no longer bear arms in public. (Higaonon, Philippines)
If the human rights activity is implemented over a long period of time, outcomes can be organized into
short-term, medium-term and long-term timeframes. It is difficult, and not advisable, to generalize about
periods of time for achievement of outcomes. However, as a guide:
short-term outcomes tend to result in new knowledge and increased awareness
medium-term outcomes tend to result in increased skills and changes in attitudes, behaviour,
decisions or policies
long-term outcomes tend to result in changes in a situation.
Not all education activities will include medium-term and long-term outcomes. A comprehensive and
complex activity, such as raising national awareness about the rights of migrant workers, will include
all outcomes levels. A less complex activity, such as a presentation to a group of local officials on the
Convention on the Elimination of All Forms of Discrimination against Women may include short-term
outcomes only. The model below shows an example of the difference between short-term, medium-
term and long-term outcomes.
101 Aspects have been adapted from the Logic Model Workbook; Innovation Network; available at www.innonet.org/client_docs/File/
logic_model_workbook.pdf.
102 Building Human Rights Communities in Education He Whakatu Tika Tangata-a-Iwi Whanui;
Amnesty International (New
Zealand), Development Resource Centre, New Zealand Human Rights Commission, Office of the Childrens Commissioner and
the Peace Foundation; 2007.
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Part III Human rights education in practice
Both quantitative and qualitative indicators have their strengths and weaknesses. Quantitative indicators
are easy to recognize but do not give in-depth information. Qualitative indicators are more difficult to
establish but give more valuable information. It is ideal to use a combination of both, such as below.
At an end-of workshop survey, [percentage] of participants said that they were very satisfied or
satisfied with a human rights education workshop.
[Number] of organizations developed achievable human rights action plans as part of a community
development programme.
Of the [number] of comments received on a youth rights website, [percentage] indicated an
interest in undertaking more action.
Of the organizations involved in a disability rights network, [percentage] of these were managed
and operated by disabled people.
Milestones
Human rights education activity that is implemented over an extended period of time may also include
milestones. Milestones are markers in time. They say what will be achieved by the activity, by a certain
time. An example of how to use milestones is included in the case study below.103 Here the National
Human Rights Commission of Korea held an outreach tour for migrant workers at the Ansan Foreign
Residents Center. In this example, the milestones relate to the outcomes that were established during
the planning stage of the project.
Milestone indicators:
By [short-term date]: [Number] public meetings held involving lawyers,
labour attorneys and public servants from the Immigration Office and
the Ministry of Employment and Labour; [number] of people attended
the meetings.
By [medium-term date]: Information collected from the tour presented in
a report to the Immigration Office and the Ministry of Employment and
Labour.
By [long-term date]: Information from the review incorporated into
government policy.
More information is available at www.asiapacificforum.net/news/south-korea-outreach-
tour-targets-migrant-workers.
103 With thanks to the National Human Rights Commission of Korea for this case study. Note that the milestones were not provided
by the Commission but have been developed to illustrate this point in the Manual.
USEFUL RESOURCES
A Human Rights-Based Approach to Education for All; United Nations
Childrens Fund and the United Nations Educational, Scientific and Cultural
Organization; 2007
Assessing the Effectiveness of National Human Rights Institutions;
International Council on Human Rights Policy; 2005
Enhancing Participatory Non-formal Education among Cambodian Human
Rights NGOs; Richard Pierre Claude (for the Asia Foundation); 1999
Introduction to Health Promotion Planning; Health and Communication Unit,
Centre for Health Promotion, University of Toronto; 2001
Qualitative and Quantitative Indicators for the Monitoring and Evaluation
of the ILO Gender Mainstreaming Strategy; Tanja Bastia; 2000; available at
www.academia.edu/694038/Qualitative_and_Quantitative_Indicators_for_the_
Monitoring_and_Evaluation_of_the_ILO_Gender_Mainstreaming_Strategy
Situation Analysis: Module 1; United Nations Economic and Social
Commission for Asia and the Pacific; available at www.unescap.org/stat/
meet/rrg3/twsa-module1.pdf
Understanding Human Rights: Manual on Human Rights Education;
Wolfgang Benedek, European Training and Research Centre for Human Rights
and Democracy; 2012 (3rd edition)
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Chapter 7:
Implementing human rights education104
KEY QUESTIONS
What are the key considerations of a human rights educator when
implementing a human rights activity?
What are the functions and roles of a human rights educator?
How should a human rights educator manage diverse learning styles?
What is the importance of pacing an activity?
How can language impact on the implementation of an activity?
How does the human rights educator know that an activity is progressing
toward its outcomes?
Transformation is only valid if it is carried out with people, not for them...
Liberation is like childbirth, and a painful one. The person who emerges is a
new person, no longer oppressor or oppressed, but a person in the process
of achieving freedom.104
By the implementation stage, the educator will have planned and designed an activity that is grounded
on human rights education principles and approaches. The activity will be relevant to the needs, issues
and focus of the participant group. Others will have been involved in the design of the activity, through
informal or formal partnerships.
Implement Evaluate
Plan and
design
104 Pedagogy of the Oppressed; Paulo Freire; 1968 (translated in English in 1970); pp. 43 and 25.
This chapter focuses on implementation. It does not provide a template for human rights education
activity but rather concentrates on the features of successful implementation. (For those looking for
ideas to build into an education programme, Part IV includes a range of activities for various contexts.)
At this point, it may also be useful to revisit the principles of human rights education discussed in
Chapter 5.
As with previous stages, participants should be involved in contributing to the implementation of the
education activity. The extent to which this is possible, or appropriate, will vary according to the education
context. For example, in a presentation to a gathering of new teachers at a college graduation, having
participants indicate with a show of hands their familiarity with human rights, or taking one minute to
discuss a human rights topic with the person they are sitting next to, may be as much participation as is
possible. On the other hand, a workshop with a group of women in a community experiencing gender
discrimination will be mostly, if not completely, interactive and participatory.
It is generally agreed that using effective participatory processes is critical for empowering disadvantaged
individuals or groups to identify and claim their rights and for strengthening the knowledge and ability of
duty bearers to act on their responsibilities.
This chapter focuses on the elements necessary to ensure that human rights education implementation
is effective and that the participation of all is maximized.
The elements include:
identifying and carrying out the appropriate human rights educator role and function
recognizing diverse learning styles
creating effective learning environments for an activity
pacing/timing an activity
the language and messaging used in written and oral communications
monitoring and reviewing an activitys progress
the human rights educators reflective practice, supervision and self-care.
These elements are applicable across all human rights education activities but it will take creativity to
apply them to some circumstances. How would you ensure, for example, that an educational pamphlet
meets diverse learning styles or creates an effective learning environment? How will you clearly define
the human rights education role with an online course that has a large social media component?
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Part III Human rights education in practice
Women are receiving awareness sessions and health education on family planning in rural areas of Hodaidah governorate, Yemen.
UN Photo by the United Nations Population Fund/Fouad Al-Harazi.
1.1. Communicator
The communicator distils human rights information and distributes it in a way that it is most effectively
received by the intended audience. This role involves having interpersonal communication skills that
allow for the effective exchange of information with other people. Basic communication skills include
being able to pass on information and to listen to information that is given. Communication can be verbal
or non-verbal, between individuals or with infinite numbers of people.
Human rights educators should also understand and use different communication techniques and
activities. This involves keeping up with rapid changes in mass media and ways of exchanging ideas,
while at the same time finding creative ways to communicate with those who may not have access to
mass media outlets. Communication techniques can include the media, as discussed in Chapter 9,
audio-visual materials and traditional activities, such as folk theatre, dances, puppet shows and popular
poetry.105
1.2. Trainer
The trainer develops appropriate methods and experiences that most effectively teach people human
rights content and skills. The role involves planning experiences that are focused on individuals gaining
human rights knowledge and learning specific human skills and behaviours. The trainer is a content
expert and, while continually developing new methods, techniques and tools to support participants
achieve the learning outcomes, is not necessarily an expert in group processes. The trainer mostly
focuses on actual, discrete job performance or tasks and may be involved in implementing and analysing
pre- and post-activity assessments.
105 Adapted from Communication: A Key to Human Development; Food and Agriculture Organization of the United Nations;
available at www.fao.org/docrep/t1815e/t1815e01.htm.
1.3. Facilitator
The facilitator develops processes that enable participants to identify the human rights issues that
impact on them and on others and then find ways to address them. The facilitator draws out the wisdom
of the learners, building their capacity to intervene, to compare, to judge, to decide, to choose and to
act in the interests of human rights. The facilitator is a process expert; creating methods and techniques
that are empowering and that foster positive relationships, ensuring that the group members works with
each other in a way that is fair, respectful and accountable. The facilitator is not necessarily a content
specialist but is an expert in many forms of group process. See Appendix 5.
1.4. Networker
The networker connects specific individuals or organizations by creating and maintaining networks of
information and contacts. Networking can occur through face-to-face interactions or through media,
such as print, telecommunications and the Internet. The networker role may involve facilitating the
exchange of information, developing concepts or ideas or social organizing through generating mass
action.
1.5. Advocate
We learned how to exercise the principle of participation by being involved in the monitoring of
infrastructure projects in the barangay e.g. construction of pathways and bridges. (Kankana-ey,
Philippines)
The advocate uses education to support individuals or groups to exercise their human rights and to
encourage them to take action. When human rights educators undertakes advocacy, they are mostly
involved with assisting others to improve their situation by knowing more about human rights and
knowing how to seek support for their human rights issues.
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Part III Human rights education in practice
Jungs Myers Briggs Type Indicator107 and Rudolf Steiners Four Temperaments.108 In addition, Kolb
and Fry have developed a Learning Style Inventory109 and Neil Fleming110 and Howard Gardner111 have
created models of multiple intelligences.
It is easier to adapt education techniques and tools to meet participants diversity of learning styles
when using face-to-face methods of education, such as workshops, presentations and projects. It is
more difficult when using indirect education methods, such as preparing written resources and using the
media. However, it is possible to ensure that the way in which different resources are developed helps
meet diverse learning styles.
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Part III Human rights education in practice
All are equal before the law and are entitled without any The law is the same for everyone; it should
discrimination to equal protection of the law. All are entitled be applied in the same way to all.
to equal protection against any discrimination in violation
of this Declaration and against any incitement to such
discrimination. (Article 7)
No one shall be subjected to arbitrary interference with his You have the right to ask to be protected
privacy, family, home or correspondence, nor to attacks if someone tries to harm your good name,
upon his honour and reputation. Everyone has the right enter your house, open your letters or bother
to the protection of the law against such interference or you or your family without a good reason.
attacks. (Article 12)
Everyone has the right to freedom of thought, conscience You have the right to profess your religion
and religion; this right includes freedom to change his freely, to change it and to practise it, either
religion or belief, and freedom, either alone or in community on your own or with other people.
with others and in public or private, to manifest his religion
or belief in teaching, practice, worship and observance.
(Article 18)
Everyone has the right to rest and leisure, including Each work day should not be too long, since
reasonable limitation of working hours and periodic holidays everyone has the right to rest and should be
with pay. (Article 24) able to take regular paid holidays.
113 United Nations Declaration of Human Rights: Plain Language Version; United Nations Cyber School Bus; available at www.
un.org/cyberschoolbus/.
Community-based human rights work. Opotiki, New Zealand. Photo by Jill Chrisp.
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Part III Human rights education in practice
USEFUL RESOURCES
All Different All Equal: Education Pack; Council of Europe; 1995
Community Organisers Toolbox; Education and Training Unit for
Democracy and Development; available at www.etu.org.za/toolbox/docs/
building/webtraining.html
Enhancing Learning for Effectiveness; Train4Dev; 2011
Facilitation Skills for Interpersonal Transformation; Ron Kraybill, Berghof
Research Center for Constructive Conflict Management; 2004
Facilitators Toolkit; Action for the Rights of Children/Reach Out; 2005;
available at www.unhcr.org/4371d7c92.pdf
Methodology for Human Rights Education for the Police; National Human
Rights Commission of Korea; 2008
Reclaiming Voices: A Study on Participatory Methodologies in the Asia
Pacific; Asian Regional Resource Center for Human Rights Education; 2004
Training for Transformation: A Handbook for Community Workers; Anne
Hope and Sally Timmel; Books 1, 2 and 3 (1984) and Book 4 (1999)
We can teach the way we were taught, or we can teach the way people
learn; Sierra Training Associates; 2007; available at www.sierra-training.com/
pdf/adultlearning.pdf
Chapter 8:
Evaluating human rights education114
KEY QUESTIONS
What is evaluation and why is it important for human rights education?
What are evaluation criteria?
How can evaluation be carried out?
How can evaluation results be reported and to whom?
The third process in the practice of human rights education is evaluation. Evaluation involves gathering
information, either during or after an activity, which contributes to the ongoing improvement of outcomes
or performance. This chapter describes the purpose and types of evaluation, and offers a range of
methods and techniques for different human rights education activities.
Implement Evaluate
Plan and
design
114 Evaluating Human Rights Training Activities: A Handbook for Human Rights Educators; OHCHR and Equitas; 2011; p. 17.
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Part III Human rights education in practice
1. WHAT IS EVALUATION?
Evaluation of human rights education is the deliberate and planned assessment of an activity during and
at the end of its implementation. Evaluation enables the educator to measure the contribution that the
education activity makes to the expected outcomes. It provides information that can be used to:
improve the progress and effectiveness of the activity
contribute to the improvement of future activities
enhance the practice of human rights educators
ensure accountability to funders, including the NHRI providing the education
provide information that may be useful for others undertaking human rights education.
It is important that evaluation is designed for each human rights education activity and is carried out
during and at the end of the activity. When evaluation is undertaken during the activity it can be called
formative evaluation, monitoring or review. When it is at the end of an activity it can be called summative
evaluation.
Formative evaluation involves ongoing and regular checking during the implementation of an activity
to:
assess the progress of an activitys implementation and whether it is likely to reach the planned
outcomes
identify changes that may be required to the activity design and implementation and the practice
of the educator, in order to improve progress.
Summative evaluation involves making an assessment at the end of an activity, or at the end of an
activity component, to:
tell the story of its effectiveness and impact
provide information about how to improve the effectiveness of future education activities.
Evaluation focuses on the effectiveness of the activity, as well as the performance of the educator or the
NHRI involved in planning and implementing the activity. It is as relevant to a short presentation as it is
to a longer project. There is no single format for effective evaluation. The art of evaluation is choosing a
process that both gives the educator the information that is needed and, at the same time, is feasible
for the educator, group or organization to carry out.115
115 Evaluating Human Rights Training Activities: A Handbook for Human Rights Educators; OHCHR; 2011; p. 33.
116 Evaluating Human Rights Training Activities: A Handbook for Human Rights Educators; OHCHR and Equitas; 2011; pp. 34-35.
The outcomes identify the expected results of the activity. The inputs (the resources) and the outputs
(the type of human rights activity and participant group) describe how the outcomes will be achieved.
When designing and implementing the evaluation, the human rights educator will need to decide the
criteria and methods.
Relevance Does the activity align with the priorities of the participant group and other
applicable stakeholder groups?
Appropriateness Does the activity align with the characteristics of the participants and the
context in which it is implemented?
Effectiveness How well have the objectives and outcomes of the activity been achieved?
Efficiency Is the effort and resourcing that has gone in to planning, designing and
implementing the activity appropriate to the level of impact it may have?
Impact How well has the activity contributed to the overall human rights objective?
Sustainability Will the outcomes of the activity be lasting once the activity has come to an
end?117
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Part III Human rights education in practice
Flow diagram A visual diagram that tells the story of an activity, showing proposed and
completed activities/interventions and outcomes.
Focus groups Small discussion groups guided through a facilitated discussion on a clearly
defined topic and used to collect in-depth insights. They can provide rich
data as a result of the group dynamics and interactions that occur during
the discussions. Data are primarily qualitative.
Literature/file review Gathering and analysing information from published or unpublished material
on a specific context or situation.
Mapping Using pictures or graphics to show the focus and types of changes to be
evaluated.
Photography/filming Photos that capture changes in a specific context or situation that have
occurred over time.
Storytelling A story told about an activity. This aims to give meaningful information that
highlights the strong points and weaknesses of an activity.
Part IV of this Manual includes further and more specific evaluation tools and techniques.
Appendix 9 provides a tool that will assess how well an activity has been designed, implemented and
evaluated using the human rights education principles in Chapter 4.
Nida Buhali of Tampalan, Basilan, Mindanao, Philippines, collating project evaluation results. Photo by Jill Chrisp.
118 Evaluating Human Rights Training Activities: A Handbook for Human Rights Educators; 2011; p. 116.
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Part III Human rights education in practice
Implementing an activity is not the same as achieving results from the activity. It is important to know
whether the activity has achieved the outcomes that were set and whether it has had a successful
impact on the human rights situation.
Reporting on the effectiveness of an activity should focus on documenting the results rather than the
amount of activity. The Logic Model will have developed the results indicators. It is against these that the
outcomes of the activity are reported.
Designing and distributing [No.] pamphlets distributed [No.] people/organizations who contributed
information pamphlets to the UPR process as a result of reading
about how to contribute the pamphlet
to the Universal Periodic
Review (UPR) process
USEFUL RESOURCES
Assessing the Effectiveness of National Human Rights Institutions;
International Council on Human Rights Policy; 2005
Documenting Progress and Demonstrating Results: Evaluating Local
Out-of-School Time Programs; Harvard Family Research Project; 2002;
available at www.hfrp.org/publications-resources/browse-our-publications/
documenting-progress-and-demonstrating-results-evaluating-local-out-of-
school-time-programs
Evaluating Human Rights Training Activities: A Handbook for Human Rights
Educators; OHCHR and Equitas; 2011
Evaluation and Types of Evaluation; National Science Foundation; 2000
External Evaluation: Are we doing the right things? Are we doing things
right?; Swiss Agency for Development and Cooperation; 2000
Handbook on Planning, Monitoring and Evaluating for Development
Results; United Nations Development Programme; available at http://web.
undp.org/evaluation/guidance.shtml#handbook
Monitoring and Evaluation; CIVICUS World Alliance for Citizen Participation;
available at www.civicus.org/view/media/Monitoring%20and%20Evaluation.pdf
Monitoring and Evaluation; World Bank; available at http://siteresources.
worldbank.org/INTBELARUS/Resources/M&E.pdf
Reflect and Improve Tool Kit: Section 5, Development and Implementing an
Evaluation Plan; Innovation Center for Community and Youth Development;
2005; available at www.theinnovationcenter.org/files/doc/B5/RI%20pp%20
68%20Evaluation%20Methods.pdf
Study on the Advances in Civic Education in Education Systems: Good
Practices in Industrialized Countries; Audrey Osler and Hugh Starkey,
Centre for Citizenship and Human Rights Education, University of Leeds, and
Institute of Education, University of London; 2004
The Monitoring and Evaluation Framework: Part 1; United Nations
Development Programme; available at http://web.undp.org/evaluation/
documents/HandBook/part_1.pdf
Together is Better: Collaboration, Assessment, Evaluation and Reporting;
Anne Davies, Caren Cameron, Colleen Politano and Kathleen Gregory; 1992
Useful Tools for Engaging Young People In Participatory Evaluation; Meg
Gawler, 2005; available at http://betterevaluation.org/en/resources/overview/
tools_engaging_young_people_particip_eval
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Part III Human rights education in practice
Chapter 9:
Working with the media119
KEY QUESTIONS
Why should NHRIs engage with the news media?
What human rights education outcomes can they achieve?
How can NHRIs work effectively with the media to build community
awareness and promote action on human rights issues?
How can NHRIs use social media to exchange information with
stakeholders and promote action?
1. INTRODUCTION
Strong and inclusive communities are built on the foundations of human rights: dignity, fairness and
respect for people, no matter their age, gender or background. However, for this to happen, it is essential
that the community understands what human rights are and how they apply to daily life.
The media120 is a critical tool in shaping public opinion and setting a social, political and economic
agenda. While the rapid growth of social media provides new ways for people and organizations to
connect directly with each other and share information, the reality is that many people, especially those
with limited access to the Internet, continue to seek news and opinions from traditional media sources.
The media management, editors and journalists decide what constitutes news. They filter and
frame the issues and provide the context for people to understand the events that are reported. While
the media might not tell us what to think, they do play a large role in telling us what to think about.
Human rights issues have become increasingly newsworthy. The media have become interested not
only in violations of human rights, but in the institutional apparatus that has been designed to promote
and protect human rights.121
Accurate, informed and sustained media coverage of human rights for example, on issues related to
torture, gender-based violence or the treatment of refugees can help shape community attitudes and
contribute to genuine changes in law, policy and practice.
On the other hand, some media reporting can perpetuate stereotypes that further entrench social
disadvantage and discrimination in a community.
NHRIs have a responsibility to capitalize on and make use of new information and communication
technologies, as well as the media,122 to build public awareness of the human rights issues facing their
communities.
119 This chapter was written by James Iliffe, author of the Media Handbook for National Human Rights Institutions; APF; 2013.
120 In this chapter, the media describes the broad range of organizations that collect and publish or broadcast news or news-related
programmes to mass audiences. It includes newspapers, television, radio, magazines, journals and news agencies. These can
operate online or at a local, provincial, national or international level.
121 Journalism, Media and the Challenge of Human Rights Reporting; International Council on Human Rights Policy; 2002; p. 16.
122 United Nations Declaration on Human Rights Education and Training; article 6.
To perform this role effectively, NHRIs need to understand how the media operates, the different
audiences they reach, the limited knowledge some journalists may have about human rights, the multiple
pressures they can face when reporting on certain issues and the constant demand to be the first with
breaking news.
While NHRIs communicate with the public in a variety of ways, the media are one of the most influential
carriers of information generated by NHRIs and the most powerful gatekeepers between these
organizations and the wider public.123
The challenge for NHRIs is two-fold. The first is to present human rights issues in a way that will engage
the media and result in accurate and compelling coverage. The second is to work cooperatively with
media outlets and individual journalists to support informed reporting on human rights.
It is no longer the priority of human rights organizations today to generate new information or
establish its credibility. There is usually more than enough information and it is all too believable.
Their real priority is to understand and improve what is done with this information.124
123 Journalism, Media and the Challenge of Human Rights Reporting; International Council on Human Rights Policy; 2002; p. 18.
124 Ibid; p. 17.
125 Paris Principles; 3(g).
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Malaysian Commission Chairperson, Tan Sri Hasmy Agam, giving a media interview. Photo by the Human Rights Commission of Malaysia.
An NHRI be it new or established may also seek media coverage to explain its role, functions and
priorities to the community. For example, it can describe the types of human rights complaints it is able
to receive, how individuals can make a complaint and the process it follows to resolve those complaints.
Regular media coverage can also help to strengthen the reputation of the NHRI within the community
as an independent, authoritative and trustworthy contributor to public discussions.
While the media plays a central role in reflecting and shaping community values, it is important to
recognize that it is only one part of a complex system of social exchange that contributes to social and
attitudinal change.
In other words, while the media can raise issues, tell stories and promote public debate, media coverage
can only do so much to change the hearts and minds of individuals. As such, NHRIs should see media
engagement as one part of a broader, integrated human rights education programme.
NHRIs should be aware of the risks involved in working with the media in
environments where freedom of the press is under threat. If the public is
sceptical of information published or broadcast by certain media outlets,
then they will be just as sceptical about information on the activities of
the NHRI carried by those outlets. This can also serve to undermine public
confidence in the independence of the NHRI. Of course, NHRIs also have
a critical role to play in working with the media and others to promote and
defend freedom of expression.
1. Impact The more people involved in or affected by an event or an issue, the greater its
newsworthiness.
2. Timeliness The more recently an event happened, the more newsworthy it will be.
3. Negativity Bad news will generally receive more coverage than good news.
4. Unexpectedness The unusual, unexpected and quirky capture the news medias attention.
5. Unambiguous Events that are easy to explain will be given greater prominence than stories with
a complex background.
6. Conflict Controversy and clashes between different groups or individuals has dramatic
impact.
7. Personalization Human interest stories grounded in strong emotions grief, fear, overcoming
adversity have broad appeal.
8. Relevance News stories need to resonate with the values, interests and expectations of the
audience.
9. Prominence Stories that involve culturally important people or places dominate the news
agenda.
10. Visualness Strong images photos or video that capture an event or help explain an issue
increase the newsworthiness of a story.
News values guide what is selected as news and the prominence given to a
particular story. Events will generally be more newsworthy than issues.
126 Journalism, Media and the Challenge of Human Rights Reporting; International Council on Human Rights Policy; 2002; p. 17.
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4. SETTING EXPECTATIONS
The media is a marketplace of competing ideas. Every day there are a huge number of organizations
and interest groups trying to capture the medias attention and sell a message or story to the public.
In turn, media consumers will generally look for and select only those news stories that interest them.
In this context, building community awareness of a human rights issue and changing attitudes takes
time and sustained coverage across multiple media outlets.
It is important that NHRIs set realistic expectations about what can be achieved through media coverage
of the issues they are seeking to promote.
What you can expect to achieve:
set a news agenda and frame the public discussion
get people thinking and talking about the issue
encourage individuals, or certain groups, to take specific action
advocate for solutions and influence decision-makers.
What you cant expect to achieve:
communicate all your messages to all your target groups
create unanimous support for your agenda
produce social and attitudinal change without supporting laws, programmes, policies and
partners.
Having identified the overall goal, the NHRI is better placed to identify the decision-makers and other
target audiences that it needs to reach.
Some useful questions to ask are:
What is the specific problem we are highlighting?
What solution are we proposing?
Who can make the solution possible? Whose support do we need?
What do we need to do or say to get the attention of decision-makers and our target audience?
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Part III Human rights education in practice
The decision about whether or not to engage with the media on a particular issue must be strategic.
Weighing up the advantages against the potential risks either to the reputation of the NHRI or the
misrepresentation of a human rights issue will help the NHRI to make that choice and determine how
it will respond to requests for comment from the media.
Most NHRIs have developed media policies that set out an internal process
for receiving and responding to requests from journalists for information or
interviews. The media policy may also identify which Commission members
and staff have authority to speak on behalf of the NHRI on certain topics.
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Part III Human rights education in practice
A participant takes photos with a smart phone during the UN Permanent Forum on Indigenous Issues eleventh session. UN Photo by Devra Berkowitz.
NHRIs should also be aware of the changing media environment in their respective countries and the
opportunities this provides to develop media-ready content for news outlets, which are increasingly
operating on smaller editorial budgets.
Affordable, accessible and easy-to-use technologies such as digital cameras, smart phones, video
cameras, audio recorders and editing software allow NHRIs to prepare broadcast-quality material for
journalists to include in their reports.
It also provides NHRIs with a degree of editorial input that can further promote and protect human rights;
for example, by ensuring that images taken of people who have experienced human rights violations do
not expose them to retaliation or further discrimination.
While some journalists and editors will accept and use this material, others may be justifiably wary
of accepting pre-packaged resources from NHRIs or other human rights groups, concerned that the
material they are providing is biased towards their advocacy or interests.
To address these concerns, the NHRI should be transparent about its aims, about the provenance of
the material it is distributing and about the standards it uses in its own information-gathering.127
127 Whose News? The Changing Media Landscape and NGOs; Carroll Bogert, Human Rights Watch,; January 2011; p. 7.
Using social media effectively involves more than simply posting a new comment or item every few days.
It requires a clear rationale and a comprehensive strategy to guide its use.
NHRIs also need to develop a social media policy so that those responsible for updating the sites and
responding to comments do so in a way that upholds the independence and integrity of the organization.
It is important to remember that everything posted online is public comment and may be treated as
such.
As with all education and outreach activities, social media has its limitations. In general, messages or
stories will only be viewed by people who choose to follow or like the NHRI. In other words, the NHRI
can end up talking only to its supporters.
There remains a broad range of people in the community for example, those who dont know about or
are interested in the NHRI, those without access to the Internet and those who dont use social media
with whom the NHRI still needs to communicate.
Their power to reach diverse audiences, and having responsibilities as duty bearers, means that NHRIs
should continue to engage with the mass media, as well as embrace the many benefits that social
media has to offer.
128 Journalism, Media and the Challenge of Human Rights Reporting; International Council on Human Rights Policy; 2002; pp. 113-117.
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Part III Human rights education in practice
For example, NHRIs can organize meetings or seminars with media organizations and journalists
groups to discuss:
the challenges and concerns around human rights reporting in the country
how best the NHRI can provide journalists with accurate and reliable information or resources on
human rights
how both groups can cooperate to create the legal, political and social conditions required for
independent journalism.
Some NHRIs in the region have also established awards programmes to recognize and promote
excellence in media reporting on human rights issues.
Since 1987, the Australian Human Rights Commission has held an annual
Human Rights Medal and Awards programme to recognize outstanding
contributions to the promotion and protection of human rights in the
community. Among other categories, the programme includes Human
Rights Awards for excellence in print journalism, radio journalism and
television journalism, with an independent panel of experts assessing
the nominations and selecting a winner. The Awards recognize the very
important role of the media in uncovering human rights violations, bringing
these issues to public attention and helping drive positive change.
USEFUL RESOURCES
Journalism, Media and the Challenge of Human Rights Reporting;
International Council on Human Rights Policy; 2002
Media Handbook for National Human Rights Institutions; APF; 2013
Whose News? The Changing Media Landscape and NGOs; Carroll Bogert,
Human Rights Watch; 2011
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Chapter 10:
Human rights education in
early childhood education centres
and schools129
KEY QUESTIONS
What are the international obligations relating to the right to education of
the child?
Why should early childhood education centres and schools engage in
human rights education?
How do human rights education principles relate to early childhood
education centres and schools?
What are some of the human rights education approaches and tools
available for early childhood education centres and schools?
Human rights education has given the students a maturity of thought and
a capacity for critical thinking. They are able to think outside of the school
environment about the needs of other students and other communities.129
1. INTERNATIONAL OBLIGATIONS
Article 29 of the Convention on the Rights of the Child provides that education should be directed at:
the development of the childs personality, talents and mental and physical abilities to their fullest
potential
the development of respect for human rights and fundamental freedoms, and for the principles
enshrined in the Charter of the United Nations
the development of respect for the childs parents; his or her own cultural identity, language and
values; for the national values of the country in which the child is living; the country from which he
or she may originate; and civilizations different from his or her own
the preparation of the child for responsible life in a free society, in the spirit of understanding,
peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and
religious groups and persons of indigenous origin
129 Nayland College, New Zealand; cited in Building Human Rights Communities in Education He Whakatu Tika Tangata-a-Iwi;
Amnesty International (New Zealand), Development Resource Centre, New Zealand Human Rights Commission, Office of the
Childrens Commissioner and the Peace Foundation; 2007.
Chapter 10: Human rights education in early childhood education centres and schools | 91
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130 The right to education is set out in a number of international human rights treaties, the most significant of which are the International
Covenant on Economic, Social and Cultural Rights (articles 13 and 14) and the Convention on the Rights of the Child (articles
28 and 29). Others include the International Convention on the Elimination of All Forms of Racial Discrimination (articles 5(e) and
7), the Convention on the Elimination of All Forms of Discrimination against Women (article 10), the Convention on the Rights
of Persons with Disabilities (article 24), and the UNESCO Convention against Discrimination in Education. The United Nations
Declaration on the Rights of Indigenous Peoples also refers to the right to education (article 14).
131 Human Rights in New Zealand 2010 Nga Tika Tangata O Aotearoa 2010; New Zealand Human Rights Commission; 2010 (see
Chapter 12. The Right to Education).
132 The Dakar Framework for Action Education for All: Meeting our Collective Commitments; adopted by the World Education
Forum; Dakar., Senegal; 2628 April 2000; para. 3.
133 General comment No. 13 (1999) on the right to education; para. 1.
134 E/CN.4/2001/52; para. 6.
135 National Human Rights Institutions: History, Principles, Roles and Responsibilities; Professional Training Series No. 4 (Rev. 1);
OHCHR; 2010; pp. 55-73.
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There is debate about the extent to which these aspirations have been realized. There have been
significant differences among countries and the levels of support that Governments gave to the first
phase of the World Programme. The second phase of the World Programme, which began in 2010, is
focused on human rights education for higher education and on human rights training programmes for
teachers and educators, civil servants, law enforcement officials and military personnel. Nonetheless,
the focus on early childhood education and schools is no less important and NHRIs remain responsible
to ensure that education activity continues in these sectors.
136 International Covenant on Economic, Social and Cultural Rights; article 13(2a).
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137 Hampshire County Council, United Kingdom; as cited in Building Human Rights Communities in Education He Whakatu Tika
Tangata-a-Iwi; Amnesty International (New Zealand), Development Resource Centre, New Zealand Human Rights Commission,
Office of the Childrens Commissioner and the Peace Foundation; 2007.
138 See, for example, LIFT OFF! Ireland (available at www.amnesty.org/en/documents/sec01/004/2007/en/); the RRR Initiative,
United Kingdom (available at www3.hants.gov.uk/education/hias/rights-respecting-education.htm) and Childrens Rights Centre,
Canada (available at www.crin.org/resources/infodetail.asp?ID=4328).
139 Building Human Rights Communities in Education He Whakatu Tika Tangata-a-Iwi; Amnesty International (New Zealand),
Development Resource Centre, New Zealand Human Rights Commission, Office of the Childrens Commissioner and the Peace
Foundation; 2007.
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140 See also the discussion of human rights education principles in Chapter 4.
141 Case study, New Zealand.
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Principle 2: Collaborative
Human rights education in schools is not effective if it is conducted in isolation. In other words, a lesson
or series of lessons on human rights will have no impact on the child or young person in a school where
there is no respect for human rights. It is hard to talk about human dignity in an environment where there
is bullying and harassment or where some students feel isolated and excluded. The success of human
rights education in an early childhood education centre or school relies on the effective partnerships
developed with the whole school community, including teachers, management, teaching staff, students,
the parent community and the departments of education.
Principle 3: Participatory
Children and young people are valued as essential contributors in the decisions that affect them,
and in the planning and delivery of services that support and meet their needs so that all
children have the best start in life. We must never underestimate the contribution they can make
and the fresh approach they bring. All children, young people and families have a right to the skills
and opportunities that enable them to make good life choices, support themselves and the needs
of others, and achieve more than they thought possible.
John Coughlan, Director of Childrens Services, Hampshire, United Kingdom
Participation and respect for the student voice is a cornerstone of the Convention on the Rights of the
Child, which makes particular reference to the rights of children and young people to participate in
decisions that affect them.142 All children have the right to an opinion and for that opinion to be heard in
all contexts. Likewise, children and young people are valued as meaningful contributors to, and active
participants of, their human rights learning. The educator takes a facilitator role, replacing rote learning
with dynamic and interactive processes.
Principle 4: Probing
Whatever children see in the classroom becomes a part of their experience and a part of the
growing process.143
Human Rights Commission of Sri Lanka
The probing principle refers to the way that human rights education is facilitated in schools. It challenges
the educator to find participatory and experiential processes that will encourage children and young
people to learn about their human rights and responsibilities; to relate this learning to their school,
homes, and communities; to connect what they have learned to others realities and experiences; and
to make sense of what this learning means to their attitudes and behaviours.
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Principle 6: Empowering
The empowering principle requires the human rights educator to ensure that both the process and the
content of the education experience educates for change, encouraging each student to be an actor
in realizing human rights in their worlds. In order for this to occur, human rights education must take
place in an environment that is trustworthy, child- and youth-friendly, secure, non-discriminatory and
democratic.145
4. APPROACHES
There are different ways of working in early childhood education centres and schools and, as indicated
in the following section, NHRIs in the Asia Pacific region have had much experience in doing so. The
human rights education frameworks in Chapter 5 are also relevant for this work. They recognize the whole
school the curriculum, the policies and practices and the environment as the locus for encouraging
children and young people to become actors for change. Appendix 10 sets out UNICEFs framework for
assessing the level to which human rights are a part of a school environment.
147148
145 Guidelines for Human Rights Education in Secondary School Systems; Office for Democratic Institutions and Human Rights; 2012.
146 Human Rights Education in Asian Schools; Asia-Pacific Human Rights Information Center; (Vol. 12), 2009; available at www.
hurights.or.jp/archives/human_rights_education_in_asian_schools.
147 More information available at www.hurights.or.jp/archives/pdf/education12/hreas-12-01-afghanistan.pdf.
148 More information is available at www.asiapacificforum.net/news/human-rights-be-taught-primary-schools/.
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The Student Voice Project167 describes the perspectives and actions of young people. It gives
students the ability to influence learning including policies, programmes, contexts and principles.
UNICEF168 has developed and championed rights, respect and responsibility programmes
throughout the world (see Appendix 10). In the United Kingdom, UNICEF has initiated a holistic
framework as a tool for developing and assessing the state of human rights in schools. It is
based on an award system, where each school shows evidence that it has reached the required
standard in four categories, all of which contain elements contributing to the development of an
active global citizen:
leadership and management for embedding the values of the Convention on the Rights of the
Child in the life of the school
knowledge and understanding of the Convention on the Rights of the Child
rights-respecting classrooms.
students actively participate in decision-making throughout the school.
School children show their artwork at UNICEF Seoul headquarters, Republic of Korea. UN Photo by Evan Schneider.
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USEFUL RESOURCES
Childrens Rights Information Network; available at www.crin.org
Compasito: Manual on human rights education for children; European Youth
Centre in Budapest; available at www.eycb.coe.int/compasito/chapter_1/2_
wha.html
Evaluation of UNICEFs UKs Rights Respecting Schools Awards; Judy
Sebba and Carol Robinson; 2010
Guidelines for Human Rights Education in Secondary School Systems;
Office for Democratic Institutions and Human Rights; 2012
Human Rights in New Zealand 2010 Nga Tika Tangata O Aotearoa 2010;
New Zealand Human Rights Commission; 2010
Law into Action: Economic, Social and Cultural Rights in Aotearoa
New Zealand; Margaret Bedggood and Kris Gledhill (eds.), Human Rights
Foundation of New Zealand; 2011
National Human Rights Institutions: History, Principles, Roles and
Responsibilities; Professional Training Series No. 4 (Rev. 1); OHCHR; 2010
Rights Respecting Schools Initiative; UNICEF; available at www.unicef.org.
uk/rights-respecting-schools/
Teaching Childrens Rights Through Art; Diane Lewis Childrens Rights
Centre, Cape Breton University; 2007
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Chapter 11:
Human rights education in
conflict and post-conflict situations169170
KEY QUESTIONS
What is the importance of education in conflict and post-conflict
situations?
What is the education role of NHRIs in conflict and post-conflict
situations?
What initiatives are NHRIs in the Asia-Pacific region currently undertaking
in conflict and post-conflict situations?
We should not forget that we are under occupation and the people have lost
trust in human rights because their rights are being violated every day so
this is really affecting the educational programmes that we do.170
169 Sections of this chapter are drawn from National Human Rights Institutions: History, Principles, Roles and Responsibilities;
Professional Training Series No. 4 (Rev. 1); OHCHR; 2010; and also from the Toolkit for collaboration with National Human Rights
Institutions; United Nations Development Programme and OHCHR; 2010.
170 Randa Siniora, Director General of the Palestinian Independent Commission for Human Rights; interviewed by the APF; November
2012; available at www.youtube.com/watch?v=pNWUyU1Wajc&feature=youtu.be.
171 The Influence of Education on Conflict and Peace Building; Alan Smith; 2010 (paper commissioned for the Education for All Global
Monitoring Report 2011).
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172 National Human Rights Institutions: History, Principles, Roles and Responsibilities; Professional Training Series No. 4 (Rev. 1);
OHCHR; 2010; p. 38.
173 Ibid; p. 143.
174 Conflict Resolution and Human Rights: Contradictory or Complementary; Baroness Helena Kennedy QC; 2001; published in
Human Rights Education Pack, Asian Regional Resource Center for Human Rights Education; 2003.
175 Toolkit for collaboration with National Human Rights Institutions; United Nations Development Programme and OHCHR; 2010;
pp. 61-62.
176 Ibid; p. 62.
177 National Human Rights Institutions: History, Principles, Roles and Responsibilities; Professional Training Series No. 4 (Rev. 1);
OHCHR; 2010; pp.143-144.
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178
A UN Military Liaison Officer talks about the security situation with a family in Fatumean, Timor Leste. UN Photo by Martine Perret.
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Two-way process
The Commission works within the regions doing hearings, workshops and open days to discuss issues
of human rights, focused on the thematic issues that we choose to address. Its like a two-way thing.
We do these awareness and educational programmes and from them we get complaints. But at the
same time, from the complaints, we know where are the patterns of violations that we need to address
in our educational programmes.
Priority collaborations
There is a vibrant NGO sector in Palestine, including womens organizations and other organizations.
They are very much involved in many of the human rights advocacy and the education programmes
that we undertake. We also try to focus our efforts in training and capacity programmes for government
officials to ensure respect for human rights when they undertake their work.
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With regard training for government officials, you dont perhaps sense the change at first. For example,
one of the security agencies told me one time, I use to torture people but after your training,
whenever I wanted to raise my hand on somebody to beat him or torture him, I remember that this is a
personal responsibility and it doesnt fall with the passage of time. The priority focus for 2013 is high
ranking officials, as it is they who give the orders.
Education policy
The Commission expects that each member of staff should be an advocate for human rights and be
involved in educational programmes. Everyone is expected in their field of specialisation to be involved
in the Commissions awareness building and training programmes.
Child rights
The Commission trains school teachers about child rights and understanding how to treat children.
Education is also carried out with police on how they should treat children.
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Understanding the general principles of human rights and the compatibility of human rights
principles and Islamic religious principles
The Commissions programme has been appreciated by different colleges. So the issues are raised
during preaching and prayer. Raising the rights of women and children, and the general principle of
human rights, at the daily or weekly preaching is very effective in changing the perception of common
people about human rights.
Participants in an educational programme on community development and peace building, Nili, Afghanistan. UN Photo by Eric Kanalstein.
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Training workshops
For others, such as NGO workers, lawyers, prosecutors, school teachers, university teachers, we are
organising training workshops. Generally in all our education programmes we consider human rights as
a civic responsibility because one of the problems in Afghanistan in relation to human rights violation, or
disrespecting human rights, is the low understanding among people of their civic responsibility.
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USEFUL RESOURCES
Conflict Resolution and Human Rights: Contradictory or Complementary;
Baroness Helena Kennedy QC; 2001; published in Human Rights Education
Pack; Asian Regional Resource Center for Human Rights Education; 2003
Education and Reconciliation: Exploring Conflict and Post-conflict
Situations; Julia Paulson (ed.); 2011
National Human Rights Institutions: History, Principles, Roles and
Responsibilities; Professional Training Series No. 4 (Rev. 1); OHCHR; 2010
Quality Education in Conflict Affected Countries: Facilitators Manual;
United Nations Educational, Scientific and Cultural Organization; 2005;
available at http://unesdoc.unesco.org/images/0014/001433/143319E.pdf
The Influence of Education on Conflict and Peace Building; Alan Smith; 2010
(paper commissioned for the Education for All Global Monitoring Report
2011)
Toolkit for collaboration with National Human Rights Institutions; United
Nations Development Programme and OHCHR; 2010
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Part IV:
Tools and techniques
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Introduction to Part IV
This section of the Manual includes a collection of resources, tools and techniques that can be used for
planning, implementing and evaluating human rights education activities. They have been taken from
many sources and are referenced where their origin is known.
Human rights educators using this Manual will have many additional resources and tools that they have
found useful.
The table below lists these tools and identifies where they could best be used in the three stages of the
human rights education cycle. It provides an overview of their purpose and the average amount of time
involved for each.179 The table also describes the skill level required to use the tool and is based on the
human rights educator competencies listed in Chapter 3.
Knowledge competencies
Human rights knowledge of:
human rights in general, their promotion and protection
international and domestic rights frameworks and legislation mechanisms, as well as mechanisms
for addressing human rights grievances
human rights-based approaches
human rights as they apply to duty bearers, rights holders and influencers
how societies function with regard to the realization of human rights.
Education and training knowledge of:
theory and principles of education in general, and human rights education specifically
education methodologies, processes and tools related to formal and non-formal environments
and across all ages.
Personal competencies
ability to reflect on and improve professional practice
ability to recognize personal identity and standpoint, and the impact that this may have on others
motivation to promote and defend human rights, both locally and globally.
179 The timeframes that are included here are a guide only. Depending on the context of the human rights education activity and the
nature of the participants, they may take more or less time.
112
Educator
Name When to use Purpose Time Page
skill level
Force field analysis Planning and evaluation A tool to identify outcomes and plan strategies to Two hours Intermediate 116
achieve them. one day
Feedback continuum Planning and evaluation A tool for finding out the prior knowledge of 15 minutes Beginning 118
participants and then assessing how they are one hour
progressing toward an activitys outcomes.
Street survey Planning and evaluation A tool for learning about or analyzing a situation Minimum Experienced 119
(situation analysis), gaining feedback or evaluating one day
a service.
Reef analysis Planning and A tool for understanding varying power relations One two hours Experienced 120
implementation and diverse experiences of a specific situation. It
also helps identify how others may be experiencing
or influencing a situation.
Community mapping Planning and evaluation A tool that enables participants to tell the story Various Beginning 122
about what is happening in their place, be it a
workplace, school, community, region or country.
Photovoice Planning, implementation A tool that uses photography for education, creating Various Experienced 123
and evaluation community action and evaluating the outcomes of
an activity.
Sequencing Planning and For a human rights educator (and participants, if N.A. Beginning 124
implementation appropriate) to use when deciding the order of
activities in group work.
Organizing cycle Planning and For a human rights educator (and participants, if N.A. Intermediate 125
implementation appropriate) to use when deciding the order of
activities in group work.
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Part IV Tools and techniques
114
Educator
Name When to use Purpose Time Page
skill level
Learning curve Implementation and For a human rights educator (and participants, if Various Beginning 126
evaluation appropriate) to use when facilitating a participatory
activity. It aims to identify and apply the learning that
is gained by the activity.
Facilitation techniques Planning, implementation A list of techniques that can be used for facilitating Various All levels 128
and evaluation groups of people. They apply to a number of human
rights methods and purposes.
Mind mapping Planning, implementation A tool that can be used to develop thinking about a 30 minutes Beginning 131
and evaluation central idea, concept or issue. one hour
Tree diagram Planning, implementation A multi-purpose visual tool that can be used for Two hours Intermediate 132
and evaluation understanding issues and priorities and developing or more
outcomes and strategies.
Human Rights Education A Manual for National Human Rights Institutions
Theatre Implementation Uses drama, acting, role play, simulation and film to Various Intermediate 133
raise awareness of and explore human rights issues experienced
or situations.
Visual arts Implementation and Uses painting, sculpture, printmaking, photography, Various All levels 135
evaluation crafts and other visual media to raise awareness of
and explore human rights issues or situations.
Sample workshop on the Implementation A sample workshop using interactive processes to Two hours Beginning 136
Universal Declaration of facilitate learning about the Universal Declaration of
Human Rights Human Rights.
Workshop overview: Implementation An overview of a workshop that uses interactive Two hours Beginning 138
Introduction to human processes to provide an introduction to domestic
rights and international human rights.
Educator
Name When to use Purpose Time Page
skill level
Workshop overview: Implementation An overview of a workshop that provides an Two hours Beginning 139
Introduction to disability introduction to disability rights.
rights
Workshop overview: Implementation An overview of a workshop that provides an Two hours Beginning 141
Sexual and racial introduction to sexual and racial harassment.
harassment
Workshop overview: Implementation An overview of a workshop that provides an Two hours Beginning 142
Bullying and harassment introduction to bullying and harassment.
Equality card game Implementation An experiential activity that simulates the inequalities One four hours Experienced 143
that exist in society.
World caf Implementation and A participatory activity that facilitates dialogue and One two hours Intermediate 145
evaluation the sharing of knowledge and ideas.
Fireball game Implementation An interactive activity to recap a topic previously 10 20 minutes Beginning 146
discussed.
Activity diary Implementation and A tool for recording the significant activities and Ongoing Beginning 147
evaluation events that occur during an extended human rights
education activity or project.
Evaluation dartboard Evaluation A participatory way of evaluating an activity. 20 30 minutes Beginning 148
Feedback wheel Evaluation A participatory way of encouraging group feedback 20 30 minutes Beginning 149
at any point in the life of an activity.
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Tool 1:
Force field analysis
Educator
When to use Purpose Time
skill level
Planning and A tool to identify outcomes and plan strategies Two hours Intermediate
evaluation to achieve them. one day
The force field analysis assists the educator to assess the context for the education activity and to plan
and design an education activity. It identifies the present situation (baseline data), the goal and the forces
working against, or supporting, the achievement of the goal.
The tool can be used as an individual or group exercise. It may involve sheets of paper and markers,
lines in the sand, stick-it notes on your desk or computer graphics. It can be used for planning and
designing all methods of human rights education activity, from the simple to the more complex.
Process
1. Outline, and discuss if appropriate, the present situation/context (see situation analysis in
Chapter 6). Define briefly and write in the place indicated above the vertical line.
2. Identify the major goal or outcome sought. Write this above the vertical line.
3. Think about the factors in the context that support movement toward the goal. Draw these as
longer or shorter arrows indicating the force or impact they have.
4. Think about the factors in the context that hinder movement toward the goal. Draw these as longer
or shorter arrows indicating the force or impact they have.
5. The human rights education activity is designed to increase the supporting factors and reduce the
hindering factors. Choose either one of the supporting factors to strengthen or one of the hindering
factors to reduce or weaken.
EXAMPLE
A goal to reduce the human rights abuse of prisoners may involve
a human rights workshop for an NGO working in prisons (increase
supporting factor) AND/OR a workshop with prison officers to
recognize the impact of their actions on prisoners (decrease hindering
factor).
A goal to write an resource on the Convention on the Rights of
Persons with Disabilities may involve using the expertise of people
with disabilities (increase supporting factor) AND/OR ensuring that the
resource is accessible (decrease hindering factor).
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Part IV Tools and techniques
The force field analysis may also be used as an evaluation tool to assess the movement of the current
situation in relation to the goal and to identify the impact of the supporting and hindering factors on this
movement. The overall questions addressed by this type of analysis are:
What is the current situation?
Has there been a change in the current situation? Is it closer to, or further away from, the overall
goal?
How has the activity impacted on reducing the hindering factors?
How has the activity impacted on strengthening the supporting factors?
What actions need to be taken as a result of the evaluation outcomes?
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Tool 2:
Feedback continuum
Educator
When to use Purpose Time
skill level
Planning and A tool for finding out the prior knowledge of 15 minutes Beginning
evaluation participants and then assessing how they are one hour
progressing toward the activitys outcomes.
The feedback continuum has multiple uses. It can gather information that contributes to a situational
analysis by scoping peoples views about a certain issue or topic. It can assess prior learning before a
workshop and it can be used for review or evaluation. It can be used as a one off or over a period of
time.
In the photograph below, the continuum was drawn on paper with two questions:
Enough to
How much do you know about facilitation?
Nothing facilitate
confidently
Participants used stick-it notes with their own identifier (a symbol or a word) to position themselves in
relation to each question. They did so on the first day of a seven-day workshop, revisited it during the
workshop and then again at the end.
Continuums can be set up anywhere, using whatever resources are at hand (for example, a line in the
sand, the position between two trees, a floor or a window). Educators can use the tool to explore any
question that is relevant to the group or to the activity.
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Part IV Tools and techniques
Tool 3:
Street survey180
Educator
When to use Purpose Time
skill level
Planning and A tool for learning about or analyzing a situation Minimum Experienced
evaluation (situation analysis), gaining feedback or one day
evaluating a service.
Street surveys (or community gathering surveys, bus-stop surveys, market surveys) use a variety of
techniques and resources. The context of an activity, the availability of resources and the creativity of
the human rights educator, will all play a part in deciding the most appropriate survey process to use.
The New Zealand Human Rights Commission undertook street surveys using a combination of
community mapping, continuum and comment to identify the key human rights issues. Language was
chosen carefully to make the tool accessible: What is fair? What is not fair? Tools used included
paper, stick-it notes, pens, human rights information and resources and several educators and support
workers.
Street survey in the main street of Gisborne, New Zealand. Photo by Jill Chrisp.
180 This tool was used by the New Zealand Human Rights Commission in 2004 for the development of its national human rights
action plan.
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Tool 4:
Reef analysis181
Educator
When to use Purpose Time
skill level
Planning and A tool for understanding varying power One two hours Experienced
implementation relations and diverse experiences of a specific
situation. It also helps identify how others may
be experiencing or influencing a situation.
The reef analysis is a popular education tool that can be used in community development and adult
education. It is a useful prompt for group discussion and can be applied to all education methods.
It works best when participants are trying to understand the same situation and have a common
experience.
The common experience might be:
a community experiencing a particular human rights issue
a workshop with a group of duty bearers, a group of marginalized people or both.
Questions that may be asked:
1. Who is in the boat? (Think of groups of people rather than individuals.)
2. What are the waves (or issues) that are rocking the boat?
3. What is the reef that creates the waves that toss the boat on the sea? (Think of the factors that
influence or control the human rights issue.)
4. In which picture do you see yourself? Why? In which picture do you see others? Why?
5. How did people get into the boat? (Consider colonization, treaties, assimilation policies,
immigration policies, policies on multiculturalism, economic policies, or discrimination based on
class, place of origin, gender, ability, sexual orientation and age.)
6. How did people survive, or not survive, in the boat?
7. While it is easy to see the pictures in the reef analysis, is there another analogy that you can apply
to you/your organization/your community? Describe it.
120
There seems
How beautiful
to be trouble
the world is
over there
The reef analysis
Help!
Whats all Help!
Were going
the fuss?
Someone to drown!
help! They
need help!
The Reef
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Tool 5:
Community mapping182
Educator
When to use Purpose Time
skill level
Planning and A tool that enables participants to tell the story Various Beginning
evaluation about what is happening in their place, be
it a workplace, school, community, region or
country.
Based on a visual stimulus (such as a drawing, map or photo), community mapping is a powerful tool
because:
it encourages diverse groups of people to describe what is happening in their community, region
or country
it communicates this story to a broad audience, immediately and graphically.
Mapping encourages a high level of participation (exercises are often led and run entirely by local people)
and the recorded, visual output can be used immediately to bridge any verbal communication gap that
might exist.
The mapping exercise can be used to generate discussions about local priorities and aspirations. During
the implementation of a project, changes can be recorded on maps made during the project planning.
When evaluating a project, comparative maps show whether or what change has been made.
Mapping can happen during a workshop, as part of a community meeting or over a period of time, such
as during a street or bus stop survey (as in the photo below) where people gather.
182 This tool was used by the New Zealand Human Rights Commission in 2004 for the development of its national human rights
action plan.
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Part IV Tools and techniques
Tool 6:
Photovoice183
Educator
When to use Purpose Time
skill level
Photovoice is a method that works well with human rights community development. Participants are
asked to represent their community or point of view by taking photographs of their surroundings or a
particular theme, discussing them together and developing stories and an understanding of what the
photos are showing. Photovoice was popularized in 1992 by Caroline Wang with a project involving rural
village women in Yunnan Province in China. There are many examples of the power of this technique.
Films or touring exhibitions can be a very effective way to introduce the human rights issue and
participants to a broader audience. However, they also require resources that are beyond the reach of
most organizations.
A more feasible option may be to post photos to Flickr (www.flickr.com) or videos to YouTube
(www.youtube.com) and create an online exhibition.
183 A comprehensive explanation of Photovoice and how to use it is available from the Community ToolBox; available at http://ctb.
ku.edu/en/tablecontents/chapter3_section20_main.aspx.
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Tool 7:
Sequencing
Educator
When to use Purpose Time
skill level
Planning and For a human rights educator (and participants, N.A. Beginning
implementation if appropriate) to use when deciding the order
of activities in group work.
Depending on the nature of the activity, a few or all of the following activity types may be used.
De-inhibitizer activities
Trust activities
Communication activities
Decision-making activities
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Part IV Tools and techniques
Tool 8:
Organizing cycle184
Educator
When to use Purpose Time
skill level
Planning and For a human rights educator (and participants, N.A. Intermediate
implementation if appropriate) to use when deciding the order
of activities in group work.
This tool outlines the steps that may be used to facilitate human rights education activities. It is suitable
for training, education, advocacy and community development.
1.
Start from
the people
6. 2.
Evaluate action Provoke thought
3.
5. Analyzing together
Awareness and establishing
towards action common
understanding
4.
New awareness,
attitude and
knowledge
184 Adapted from Get Organized! Stories and Reflections on Community Organizing; Jo Hann Tan and Roem Tomatimasang (as
included in Reclaiming Voices; Asian Regional Resource Center for Human Rights Education; p. 29).
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Tool 9:
Learning curve
Educator
When to use Purpose Time
skill level
This tool has been designed to encourage the educator to recognize both content and process elements
in an activity and to allow opportunity for reflection on a learning event or stimulus and application to
participants lives. It is relevant to most education methods and, while the five stages of the learning
curve may not be completed, the educator could set up the potential for them to be completed outside
of the activity.
1. Brief: Give information required to engage in the activity.
2. Act: Facilitate the activity.
3. Debrief: Encourage participants to express their initial reactions to the activity.
4. Reflect: Encourage participants to think about the learning they may have gained from the
activity.
5. Apply: Encourage participants to link the learning they have gained to their own life/practice/
behaviours.
Act Debrief
Reflect
Apply
Brief
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Part IV Tools and techniques
Brief Explanation of how the A group meets to discuss a The activity is explained,
programme will operate human rights issue they may including what is required
and what is required from have. A decision is made to from participants.
participants. undertake some research
about the issue.
Debrief Feedback sought from Group meets to check how Opportunity is given
participants about their progress is being made. for participants to give
experience of the learning feedback on the activity
(evaluation/online chat using a card they held.
space).
Reflect Participants provided with a Group assesses whether Using coloured cards
framework and tools to think there is enough information. participants discuss the
further about their learning. learning from the game in
groups.
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Tool 10:
Facilitation techniques187
Educator
When to use Purpose Time
skill level
Implementation A list of techniques that can be used for Various All levels
and evaluation facilitating groups of people. They apply to
a number of human rights methods and
purposes.
Mirroring
Mirroring is repeating, in a condensed version, what a person said. It speeds up the tempo of a slow-
moving discussion and is often used during brainstorming.
Gathering ideas
If the pace is slow, with many gaps between contributions, or if the group is slowed down by too much
discussion, try quickly building a list of ideas. This is a time to gather the ideas, not to discuss them. If it
is the groups first time listing ideas, spend a little time discussing freely.
For example: For the next activity, I would like everyone to feel free to express their opinion, even the
most creative or unpopular ones. So please let it be a time of idea generation, not a time of judgment.
The discussions can come after we have finished making the list.
Making space
This technique sends a message to the quiet participants that there is always a space for them to speak,
should they choose. As a facilitator, watch the quiet members of the group and be aware of their body
language and facial expressions which indicate their desire to speak. Invite them to speak: You look like
you might want to say something . If they decline, be gracious and move on. If necessary, hold others
off. For example: Lets have one person speak at a time. Abdul, why dont you go first. If participation
is very weak, try a structured go around to give each person a chance to speak.
Paraphrasing
This is a fundamental listening skill which has both a calming effect and reassures speakers that their
ideas are worthy. It also gives speakers a chance to hear how their words are being heard by others.
187 Participatory Techniques and Tools; World Food Programme; 2001; available at http://toolkit.ineesite.org/toolkit/INEEcms/
uploads/1033/Participatory_Techniques_EN.pdf.
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Part IV Tools and techniques
Preface your paraphrase with: It sounds like what you are saying is ... or This is what Im hearing you
say ... or Let me see if I understand what you are saying Ask for clarification from the speaker until
you understand what was meant.
Stacking
This technique helps everybody take turns when there are several people who want to speak at once.
It also signals to everybody that they are going to have their turn to speak. So instead of competing for
speaking time, people are free to listen to the discussion without distraction.
Stacking has four steps:
The facilitator first asks those who want to speak to raise their hand.
A speaking order is created by assigning a number to each person with a hand raised.
People are called upon to speak by number.
When the last person has spoken, the facilitator asks if anybody else wants to speak. If so,
another round of stacking is done.
Tracking
In many discussions, there are a number of ideas being discussed at once. This is because there are
many aspects to each issue. However, people often focus only on the particular issue that interests
them.
Tracking lets the whole group see the different aspects of the topic being discussed and treats each with
equal validity. This relieves the anxiety often felt by people who wonder why the group is not responding
to their ideas.
Tracking has three steps:
The facilitator indicates that she or he is going to step back from the conversation and summarize
it.
The facilitator summarizes the different conversations. For example: It seems one conversation
is about food distribution points, another about the committee and another about the food
packages.
The facilitator asks for clarification. For example: Are these the three items being discussed?
Encouraging
Creating an opening in a discussion without putting any one individual on the spot is part of the technique
of encouraging.
Often during a meeting, one or more people may not appear to be engaged by the discussion. With
a little encouragement, they often discover an aspect of the topic that holds meaning for them. This
is especially relevant when facilitating mixed groups of men and women. Encouraging is especially
important at the early stages of a discussion. As people become more engaged, they dont need as
much encouragement.
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Balancing
The direction of a discussion often follows the lead set by the first few people who speak. Using the
technique of balancing, a facilitator helps the group to round out its discussion by asking for other
viewpoints that may be present but unexpressed.
Balancing not only assists individual members who need a little support for their ideas, it also has a
strong positive effect on the norms of the group as a whole by sending the message: It is acceptable
here for people to speak their mind, no matter what opinions they hold.
Try using phrases such as:
Now we know where two people stand. Does anyone else have a different position?
Are there other ways of looking at this?
Does everyone agree with this?
Intentional silence
Intentional silence consists of a pause, usually lasting no more than a few seconds, to give speakers that
brief extra quiet time to discover what they want to say.
Stay focused on the speaker. Say nothing and do not nod or shake your head. Just stay relaxed and pay
attention. If necessary, hold up your hand to keep others from breaking the silence.
Sometimes everyone in the group is confused, agitated or having trouble focusing. At such time, silence
may be very helpful. For example: Lets take a minute of silence to think what this means to each of us.
Brainstorming188
Brainstorming involves a period of free thinking, which is used to articulate ideas, followed by more
rigorous discussion of these ideas.
Brainstorming brings new ideas about how to tackle a problem, as the free-thinking atmosphere
encourages creativity. Sometimes it can reduce conflict, as it helps participants to see other points of
view and possibly change their own perspective on problems. It can also bring humour and help break
the ice. Brainstorming is useful to gather a lot of ideas, prior to scenario analyses, problem-solving,
decision-making or planning.
188 Participatory Methods Toolkit: A Practitioners Manual; Nikki Slocum; 2003; available at http://archive.unu.edu/hq/library/
Collection/PDF_files/CRIS/PMT.pdf.
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Part IV Tools and techniques
Tool 11:
Mind mapping
Educator
When to use Purpose Time
skill level
A mind map is a diagram used to visually outline connected thoughts. It usually begins with a few words
an idea, concept or issue placed in the centre and then associated ideas and concepts are added.
The ideas are connected to each other in a way that tells a story. Mind maps can be drawn by hand,
as rough notes during a meeting or on a large sheet of paper on a wall, or as higher quality pictures
when more time is available.
The following guidelines are suggested for creating mind maps:189
1. Start in the centre
with an image of the
topic, using at least
three colors.
2. Use images,
symbols, codes
and dimensions
throughout your mind
map.
3. Select key words and
print using upper or
lower case letters.
4. Each word/image is
best presented alone
and sitting on its own
line.
5. The lines should be
connected, starting
from the central Population solutions mind map, available at www.learningfundamentals.com.au.
image. The central
lines are thicker;
organic and thinner as they radiate out from the centre.
6. Make the lines the same length as the word/image they support.
7. Use multiple colors throughout the mind map, for visual stimulation and also to encode or group.
8. Develop your own personal style of mind mapping.
9. Use emphasis and show associations in your mind map.
10. Keep the mind map clear by using radial hierarchy, numerical order or outlines to embrace your
branches.
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Tool 12:
Tree diagram
Educator
When to use Purpose Time
skill level
Planning, A multi-purpose visual tool that can be used Two hours or Intermediate
implementation for understanding issues and priorities and more
and evaluation developing outcomes and strategies.
Information is organized into a tree-like diagram. The main issue is represented by the trees trunk and
the relevant factors, influences and outcomes will show up as systems of roots and branches. In a
project context, tree diagrams can be used to guide design and evaluation systems. It can be used by
an individual or a group.
As a community
participation exercise,
tree diagrams can help
people to uncover and
analyse the underlying
causes of a particular
problem or to rank and
measure objectives in
relation to one another.
In the agency context,
less elaborate trees
are often made in the
form of diagrams to
illustrate a network
of factors. Tree
diagrams are often
part of participatory
planning methods, for
example in stakeholder
workshops.190
190 Participatory Methods Toolkit: A Practitioners Manual; Nikki Slocum; 2003; available at http://archive.unu.edu/hq/library/
Collection/PDF_files/CRIS/PMT.pdf.
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Part IV Tools and techniques
Tool 13:
Theatre
Educator
When to use Purpose Time
skill level
Implementation Uses drama, acting, role play, simulation, and Various Intermediate
film to raise awareness of and explore human experienced
rights issues or situations.
Theatre is a powerful tool for human rights education. Drama, acting, role play, simulation and film is
particularly useful way to:
cross language barriers
broaden participants access to the concepts
deepen participants awareness of human rights issues and situations and create strategies to
address them.
They are many methods and techniques for using theatre in human rights education. Several examples
are listed below.
Role play/simulation191
This is a learning method that involves changing a participants behaviour to act out an adopted role.
Participants take on the role profiles of specific characters or organizations in a contrived setting. Role
play is designed primarily to build first person experience in a safe and supportive environment. It is
widely acknowledged as a powerful teaching technique in face-to-face teaching. Role play can also be
used online.
Playback theatre192
Playback practitioners use the method to address social issues, such as bullying (students tell stories
about their experiences in relation to bullying and explore ways to create a respectful and safe school
environment), or to provide a forum for the exchange of diverse experiences. A project in Afghanistan
(2010) trained victims of violence to enact each others stories in the context of transitional justice.
A project in Melbourne, Australia (2011) trained young people to enact stories of refugee youths
experiences in the context of interactions with police and to enact stories of police experiences in the
context of interactions with refugee youth the purpose being to bridge understanding between these
two groups.
Image theatre193
Image theatre uses still images (where individuals or groups invent body-shapes or postures) to explore
abstract concepts such as relationships and emotions, as well as realistic situations. Participants rapidly
sculpt their own or each others bodies to express attitudes and emotions.
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Human Rights Education A Manual for National Human Rights Institutions
These images are then placed together and brought to life. The method is often used to explore internal
or external oppression, unconscious thoughts and feelings. Image theatre is a flexible tool for exploring
issues, attitudes and emotions, both with groups who are confident with drama and those with little or
no experience. No one has lines to learn or has to act in front of others. Ideas, feelings and experiences
can be explored in a less confronting way.
Film festivals
A growing number of film festivals dedicated to the promotion of human rights and dignity are being held
around the world. Some NHRIs also organize or support human rights film festivals as an education tool.
The Human Rights Film Network194 supports the activities of individual festivals and creates new platforms
and joint projects. It promotes the distribution of films with human rights themes at festivals worldwide. It
also assists the establishment of new festivals. As such, the network creates an international supportive
environment of human rights films and filmmakers.
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Part IV Tools and techniques
Tool 14:
Visual arts
Educator
When to use Purpose Time
skill level
There are many ways that visual arts/media can be used as powerful human rights education tools.
Some examples are given below.
Images from a 2006 quilt competition organized by the New Zealand Human Rights Commission. Photos by Jill Chrisp.
My Drawing, My Rights contest held by the Asian Regional Resource Center for Human Rights Education in 1998.
Reproduced from Focus, March 1999, Vol. 15, Hurights Osaka available at
www.hurights.or.jp/archives/focus/section2/1999/03/from-the-eyes-of-the-child.html.
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Tool 15:
Sample workshop on the
Universal Declaration of Human Rights195
Educator
When to use Purpose Time
skill level
This is a sample workshop using interactive processes to facilitate learning about the Universal
Declaration of Human Rights (UDHR).
195 Contributed by Eka Christiningsih Tanlain from the Indonesian National Commission on Human Rights.
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Part IV Tools and techniques
Wind of UDHR blowing to the left!: Each participant must state the human right on the card
held by the person on their left.
Tornado! All the participants (including the instructor) stand up and race to find a new chair.
They cannot remain in the same chair.
The person who did not manage to find a chair is the new instructor. The game is repeated
until around three instructors have had their turn.
4. When the game is finished and participants return to their regular seats, the facilitator asks each
participant to name the human rights on his or her card.
5. Using a PowerPoint presentation, the facilitator explains all the human rights in the UDHR.
Step 3: Two major group of human rights: economic, social and cultural
rights and civil and political rights
1. The facilitator describes the two major group of human rights: economic, social and cultural rights
and civil and political rights.
2. Participants form into random groups. The articles of the UDHR are divided among the groups.
Each group is given two cards, each with a different colour (such as blue and green). Groups go
through the articles of the UDHR and decide which are economic, social and cultural rights and
which are civil and political rights.
3. Each group presents their results.
Step 4: Wrap-up
1. The facilitator recaps the workshop and guides any discussion that may occur.
2. A workshop evaluation activity is facilitated, with participants asked whether the session met their
expectations.
3. The facilitator closes the activity.
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Tool 16:
Workshop overview:
Introduction to human rights
Educator
When to use Purpose Time
skill level
Objectives
By the end of the workshop, participants will have:
been introduced to human rights and the international human rights framework
been introduced to domestic human rights law
had the opportunity to apply human rights to their own work/issues
been introduced to the NHRI, its roles, responsibilities and services
been introduced to the NHRIs complaint handling process.
Timeframe
This is a two-hour workshop that can be adapted to fit shorter or longer timeframes.
Audience
This workshop has been designed for an audience with limited understanding of human rights, domestic
human rights legislation and the NHRI.
Time Activity
00.00 Introductions
00.10 Tool Box exercise: Each person writes one thing they can contribute and one thing they would like
to get out of the workshop. Share these with the group.
00.15 Introduce workshop
00.20 Brainstorming exercise on human rights.
00.30 Mapping exercise: Participants draw their home community, region or workplace. Using green and
blue stick-it notes, they identify three things that are great and three things that are not fair. Present
these to the group.
01.00 PowerPoint presentation on the human rights framework.
01.20 Using the issues raised in the mapping exercise, make links to the human rights framework.
01.30 Hand out case studies relating to specific domestic and international human rights issues.
Newspaper clippings, participant experiences, scenario cards could be used. In groups, discuss
the relevant human rights issues. Report back to the whole group.
01.50 Evaluation
02.00 Finish
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Part IV Tools and techniques
Tool 17:
Workshop overview:
Introduction to disability rights
Educator
When to use Purpose Time
skill level
Objectives
By the end of this workshop, participants will have:
been introduced to disability rights
identified discrimination and barriers to participation for people with disabilities
been introduced to the Convention on the Rights of Persons with Disabilities
considered practical ways to reduce discrimination experienced by people with disabilities
been introduced to the NHRIs complaint handling process.
Timeframe
The workshop should be tailored to each audience. Some audiences may require more time for
welcomes and to making sure that the environment is comfortable and/or culturally appropriate. Some
audiences may benefit from more time at the end to discuss their particular issues and courses of action
they may wish to take. It is important that the facilitator ensures that the structure and timing of the
workshop provides a safe place for people to participate fully.
As a rough guide, the workshop can be between two to four hours.
Audience
The workshop provides an introduction to the Convention on the Rights of Persons with Disabilities. The
topic of this workshop is human rights for people with disabilities. It is suitable for people with disabilities
and people who do not have disabilities. For example, service providers and workplace staff can benefit
from understanding the Convention and its relevance to the work of their organizations.
Approach
This workshop aims to empower participants by making information on the rights of people with
disabilities accessible and easy to understand. By providing clear and simple messages about these
rights, it is hoped that this information will stay with participants and be translated into action. Action
may be as simple as having a conversation with someone about the rights of people with disabilities
after the workshop, or an organization may change their policies to become more disability-friendly. All
action, big or small, is effective.
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Human Rights Education A Manual for National Human Rights Institutions
The Convention on the Rights of Persons with Disabilities covers all areas of life. The pace of the
workshop should reflect the interests and concerns of the audience. Some individuals or groups will
naturally want to focus on those rights that are most important to them. Time should be allowed for
these discussions, as it makes the issue relevant to their daily lives.
140
Part IV Tools and techniques
Tool 18:
Workshop overview:
Sexual and racial harassment
Educator
When to use Purpose Time
skill level
Objectives
By the end of the workshop, participants will have:
reflected on their own attitudes to sexual and racial language, images and relationships in the
workplace
considered the conditions that exist when an organizations collective ethos differs from the
expectations of the community
described sexual and racial harassment
been introduced to the legal issues and processes around sexual and racial harassment,
discussed perspectives of power imbalance and analysed the issues
discussed sexual and racial harassment case studies and identified the issues and resolutions
identified good practice approaches to preventing and addressing sexual and racial harassment.
Timeframe
The workshop is designed to be completed within two hours. However, the facilitator should expect to be
available well beyond that time in order to talk privately with participants who have immediate concerns.
Audience
This workshop has been developed for workplaces and other organizations, such as adult education
providers. Care has to be taken that confidentiality is maintained. It should be noted that
an evaluation of the safety of the workplace is filled in prior to the workshop and that some
participants may wish to do that completely privately
participants are asked not to discuss personal experiences at all in the workshop
the facilitator has to be prepared for participant distress and another room should be available for
separation and privacy.
Approach
The workshop is fast and interactive. It requires some specific reflection on personal attitudes to sexual
and racial attitudes, images and relationships in the workplace. The initial brainstorm/two-person work
on behaviours, images and language that can be considered sexual and/or racial harassment must be
well controlled and respectful. The workshop concludes with a personal and collective understanding
of, and commitment to, transparent and appropriate structures and processes for safe workplaces.
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Tool 19:
Workshop overview:
Bullying and harassment
Educator
When to use Purpose Time
skill level
Objectives
By the end of the workshop, participants will have:
described bullying and harassment
identified the effects of bullying and harassment, from the perspective of the bully and the person
being bullied
been introduced to the legal issues and processes around bullying and harassment
identified the signs of bullying in the workplace
considered how to prevent and deal with bullying and harassment in the workplace.
Timeframe
The workshop is designed to be completed within two hours. However, the facilitator should expect
to be available well beyond that time in order to talk privately with participants who have immediate
concerns.
Audience
This workshop has been developed for workplaces. Care has to be taken that confidentiality is
maintained. It should be noted that:
an evaluation of the safety of the workplace is filled in prior to the workshop starting and that
some participants may wish to do that completely privately
participants are asked not to discuss personal experiences at all in the workshop.
Approach
The workshop is fast and interactive, with the emphasis on participants identifying and describing issues
around bullying and harassment in the workplace. It asks the participants to evaluate the safety of their
own workplace and identify collective and personal solutions to the problem of the bullying.
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Part IV Tools and techniques
Tool 20:
Equality card game196
Educator
When to use Purpose Time
skill level
Implementation An experiential activity that simulates the One four hours Experienced
inequalities that exist in society.
This tool can be used for training, education and the education components of community development.
It requires ten or more participants.
Time required
The time required for this activity will vary, according to the programme, the participants and the
objective. It could take 20 minutes or continue for hours.
Equipment
You will need a pack of playing cards. If there are more than 50 participants, you will need another pack.
Objective
The game is designed to create a simulated experience of the inequalities that exist in society. It is set
up in such a way that participants will be given an identity and status that reflects societal inequality and
be required to interact with others. It is useful when working with issues of discrimination and inequality.
Brief
Each participant is given a playing card that they use to form groups of four participants. The suit
determines what group they are able to join. That is, each group must be either all Hearts, or Diamonds,
or Clubs or Spades. The cards also carry a point value:
Joker = can be any suit, worth 50 points
Ace = 25 points
King = 13 points
Queen = 12 points
Jack = 11 points
All other cards in the pack indicate their own number value.
That is, 10 = 10 points, 9 = 9 points, etc.
1. Count the number of participants in the group.
2. Choose the same number of playing cards. Ensure that the cards you choose carry a variety of suits
and points value. Choose cards that will enable some groups to form and others not. For example,
you may give out three cards that are Hearts. Participants with Hearts cards will not be able to form
a group of four participants. Make sure a Joker is one that you choose. This card has the highest
points and can be any suit.
196 Jill Chrisp. Game in this context involves a simulation of real life. It requires skilled facilitation in order that a challenging but
safe environment is created within which participants can experience the reality experienced by others or be reminded of their own.
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Human Rights Education A Manual for National Human Rights Institutions
3. Hand a card to each participant. Ask them not to reveal their cards.
For participants who already experience inequalities in their world, you will
need to manipulate the cards so they dont play themselves (i.e. do not
give a low-value card to someone who experiences, or is vulnerable to,
discrimination).
4. Once each participant has a card you explain the rules. Do/promise whatever you like to build the
desire to win.
They have [designated time ten minutes, one hour ] to form groups of four.
Each group must be of the same suit and have the highest value to win.
Participants can choose whether to reveal their card or not.
The groups must be evident when time is up, such as by linking arms or standing separate from
another group.
Act
5. Announce game begins. Be accurate with your timing. Announce two minutes to go, one minute to
go and then count down the last ten seconds. Note: Sometimes groups form very quickly and then
there is a pause if this happens dont be tempted to end the game. The energy will pick up again
as participants try to sabotage a group or try to form another. Anything can happen!
6. You are observing what is happening. Take notes if you wish but it is crucial that you maintain the
energy and the tension of the game while ensuring that no one is having unacceptable difficulty. You
may choose to have an observer.
7. When time is up, no participant must be still.
8. Count up the group scores.
Debrief
Give the group time to talk about what happened, laugh, be indignant whatever comes up. It is
important that participants engage with their feelings. Ask participants to return their cards to a central
pile and say out loud, or to themselves, I am not [card] anymore.
Reflect
Facilitate a discussion about what participants had gained from the activity; what was the learning or the
analysis. Make sure they dont drop back into discussion about what happened in the game.
For example, the discussion could explore:
what was going on
what they thought about their own role and what they did with it
what roles were being played out
how these roles are reflected in the real world
who in the real world could be Joker/two Spades/the group of cards with high suit ...
Apply
This is the so what?. What does this mean to the lives of participants at work/school/play?
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Part IV Tools and techniques
Tool 21:
World caf197
Educator
When to use Purpose Time
skill level
Implementation A participatory activity that facilitates dialogue One two hours Intermediate
and evaluation and the sharing of knowledge and ideas.
The world caf is a creative process for facilitating collaborative dialogue and sharing knowledge and
ideas to create a living network of conversation and action.
In this process, a caf ambiance is created with participants discussing a question or issue in small
groups around caf tables. Participants move to a new table at regular intervals. One table host remains
and summarizes the previous conversation to the new table guests.
In this way, the proceeding conversations are cross-fertilized with the ideas generated in former
conversations with other participants. At the end of the process, the main ideas are summarized in a
plenary session and follow-up possibilities are discussed.
Purpose
The world caf process is particularly useful:
to engage large groups (more than 12 people) in an authentic dialogue process
when you want to generate input, share knowledge, stimulate innovative thinking and explore
action
to identify and discuss possibilities around real life issues and questions
to engage people in authentic conversation, whether they are meeting for the first time or have
established relationships with each other
to conduct in-depth exploration of key strategic challenges or opportunities
to deepen relationships and mutual ownership of outcomes in an existing group
to create meaningful interaction between a speaker and the audience.
Approach
Participants explore an issue by discussing and drawing in small groups or tables for multiple
consecutive sessions of 20 30 minutes. Participants change tables after each session in order to
cross-fertilize their discussions with the ideas generated at other tables. The event is concluded with a
facilitated plenary session, where the key ideas are gathered and conclusions are established.
197 Most of the information here is taken from The World Caf: A Resource Guide for Hosting Conversations That Matter; Juanita
Brown; 2002; cited in Participatory Methods Toolkit: A Practitioners Manual; Nikki Slocum; 2003; available at http://archive.unu.
edu/hq/library/Collection/PDF_files/CRIS/PMT.pdf.
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Tool 22:
Fireball game198
Educator
When to use Purpose Time
skill level
198 Contributed by Eka Christiningsih Tanlain from the Indonesian National Commission on Human Rights.
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Part IV Tools and techniques
Tool 23:
Activity diary199
Educator
When to use Purpose Time
skill level
Implementation A tool for recording the significant activities and Ongoing Beginning
and evaluation events that occur during a an extended human
rights education activity or project.
A project diary is a written record of significant activities, events or processes that occur during the life
of a project.
It is highly recommended that project staff keep some sort of diary to record their insights and experiences
during a projects planning and implementation, as these insights are important to collect and reflect
upon in order to improve the way future projects are run.
Diaries can provide a meaningful reflection of the time that may be needed to implement a project. For
example, diaries can provide a more accurate guide to the time commitment (and budgeting) required in
future project designs. They are also invaluable for identifying the little things that can make, hold back or
break a project. These small factors such as not engaging particular stakeholders early enough may
have not been considered in the project plan but can end up being very important.
Project diaries therefore collect the information that helps make a meaningful evaluation of a projects
implementation, rather than having to depend on sketchy memories or anecdotal evidence.
An option is to combine diary-keeping with regular meetings, where project teams and other relevant
stakeholders can reflect on what is working well, what needs improvement and what should be done
to improve the project.
A diary could be kept in a traditional written format or through an electronic file that is updated as
required.
You can also consider having a selection of participants keep diaries to record their observations of a
project, as well as the changes they undertake. You may want to consider selecting the participants
using specific criteria such as demographics or prior knowledge or values in order to see if different
sub-groups have different experiences.
199 Sourced from the Community Sustainability Engagement Evaluation Tool Box at http://evaluationtoolbox.net.au/index.
php?option=com_content&view=article&id=34&Itemid=141.
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Tool 24:
Evaluation dartboard200
Educator
When to use Purpose Time
skill level
The evaluation dartboard is a quick and simple method for participants to rate the delivery of a workshop,
training session or similar activity.
Using sticky dots or a marking pen, participants make a mark on the dartboard based on a rating scale;
for example, from highly satisfied to highly dissatisfied or exceeded expectations to missed the
mark.
The dartboard provides a visual snapshot of participants views without the need for further analysis or
work (for example, compared to questionnaires).
An evaluation dartboard consists of drawing a large circle on a flip chart, a whiteboard or similar. Draw
another ring in the centre of the circle to represent the bulls eye.
Participants are asked to place a separate mark within each sector that represents a question. The
nearer the bulls eye, the higher the level of satisfaction; the further away from the centre, the lower the
level of satisfaction. This is presented in the diagram below.
Missed
the mark
Met
expectations
Served my purpose
Quality of speakers
in attending
Exceeded
expectations
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Part IV Tools and techniques
Tool 25:
Feedback wheel
Educator
When to use Purpose Time
skill level
This tool can be used for a range of purposes (for example, to undertake a situation analysis, review a
service or get feedback on a project or a workshop) and in a range of places (for example, on a street
to seek the view of passers-by on an issue or, in a community hall after a workshop.)
The feedback wheel requires a sheet of paper and pens.
A wheel is drawn with segments inside it. Each segment represents a question to be answered, such
as reaching objectives, facilitators performance, comfort of the room or whether their own learning has
increased.
The centre of the wheel is valued at 0 (lowest) and the outside diameter of the wheel is valued 10
(highest). Each participant draws one line per segment from the middle of the wheel to the outside
diameter that indicates their rating in relation to the question being asked.
149
Human Rights Education A Manual for National Human Rights Institutions
USEFUL RESOURCES
All Different All Equal: Education Pack; Council of Europe; 1995
Circle of Rights: Economic, Cultural and Social Rights Activism A Training
Resource; Human Rights Resource Center, University of Minnesota; available
at www1.umn.edu/humanrts/edumat/IHRIP/circle/toc.htm
Citizens as Partners: Information, Consultation and Public Participation in
Policy-Making; Organisation for Economic Co-operation and Development;
2001
Community Sustainability Engagement Evaluation Tool Box; available at
http://evaluationtoolbox.net.au
Community ToolBox; available at http://ctb.ku.edu/en/tablecontents/
chapter_1001.aspx
Crowd Wise (for participatory decision-making); available at www.crowd-
wise.org
New Tactics in Human Rights; available at www.newtactics.org
Training and Advocacy: Community Paralegal Training Programme; Pacific
Regional Rights Resource Team; available at www.rrrt.org/paged095.html
Participatory Methods Toolkit: A Practitioners Manual; Nikki Slocum, joint
publication of the King Baudouin Foundation and the Flemish Institute for
Science and Technology Assessment, in collaboration with the United Nations
University Comparative Regional Integration Studies; 2003
Participatory Techniques and Tools; World Food Programme; 2001
Picturing a Life Free of Violence: Media and Communications Strategies to
End Violence Against Women; UNIFEM; 2001
Reclaiming Voices: A Study on Participatory Human Rights Education
Methodologies in the Asia Pacific; Asia-Pacific Regional Resource Centre for
Human Rights Education; 2004
Responding to Diversity; Maureen Collins; 2006
150
Summary
Chapter 1: Human rights: An overview
Human rights are the basic rights and freedoms to which all humans are entitled. They determine
how individual human beings live in society and with each other, as well as their relationship with
the State and the obligations that the State has towards them.
While the formalization of common standards and processes for the protection of human rights
began in the middle of the 1900s, human rights have existed for as long as humankind has
existed. Most of the worlds major philosophies, religions and cultures recognize and promote
human rights concepts.
The first international human rights instrument to be adopted was the Universal Declaration of
Human Rights in 1948. This was followed by international treaties on civil and political rights and
on economic, social and cultural rights. A number of other treaties that address the human rights
of particular groups have also been developed.
States have an obligation to respect, protect, promote and fulfil the human rights of their citizens.
Summary | 151
Human Rights Education A Manual for National Human Rights Institutions
152
Chapter 8: Evaluating human rights education
Evaluation of human rights education tells whether an activity is progressing toward its outcomes
and what improvements can be made. It can happen during or at the end of an activity.
A common set of criteria for evaluating human rights education includes:
relevance
appropriateness
effectiveness
efficiency
impact
sustainability.
Not all of these criteria will be used all the time.
There are many methods for carrying out an evaluation. It is important that the evaluation method
is appropriate to the context of the activity and the participants involved.
Evaluation results should always be reported to those who have participated in the evaluation. It
may also be important to communicate them to a funder or other stakeholders.
Summary | 153
Human Rights Education A Manual for National Human Rights Institutions
154
Useful resources
Chapter 1: Human rights: An overview
International Human Rights and the International Human Rights System: A Manual for National Human
Rights Institutions; APF; 2012
International Human Rights Milestones; New Zealand Human Rights Commission; 2008; available at
www.hrc.co.nz/files/2714/2399/5138/10-Mar-2009_10-14-19_International_Milestones_Final.pdf
What are human rights?; OHCHR; available at www.ohchr.org/en/issues/Pages/WhatareHumanRights.
aspx
156
Reclaiming Voices: A Study on Participatory Methodologies in the Asia Pacific; Asian Regional Resource
Center for Human Rights Education; 2004
Training for Transformation: A Handbook for Community Workers; Anne Hope and Sally Timmel; Books
1, 2 and 3 (1984) and Book 4 (1999)
We can teach the way we were taught, or we can teach the way people learn; Sierra Training Associates;
2007; available at www.sierra-training.com/pdf/adultlearning.pdf
158
Part IV: Tools and techniques
All Different All Equal: Education Pack; Council of Europe; 1995
Circle of Rights: Economic, Cultural and Social Rights Activism A Training Resource; Human Rights
Resource Center, University of Minnesota; available at www1.umn.edu/humanrts/edumat/IHRIP/circle/
toc.htm
Citizens as Partners: Information, Consultation and Public Participation in Policy-Making; Organisation
for Economic Co-operation and Development; 2001
Community Sustainability Engagement Evaluation Tool Box; available at http://evaluationtoolbox.net.au
Community ToolBox; available at http://ctb.ku.edu/en/tablecontents/chapter_1001.aspx
Crowd Wise (for participatory decision-making); available at www.crowd-wise.org
New Tactics in Human Rights; available at www.newtactics.org
Training and Advocacy: Community Paralegal Training Programme; Pacific Regional Rights Resource
Team; available at www.rrrt.org/paged095.html
Participatory Methods Toolkit: A Practitioners Manual; Nikki Slocum, joint publication of the King
Baudouin Foundation and the Flemish Institute for Science and Technology Assessment, in collaboration
with the United Nations University Comparative Regional Integration Studies; 2003
Participatory Techniques and Tools; World Food Programme; 2001
Picturing a Life Free of Violence: Media and Communications Strategies to End Violence Against
Women; UNIFEM; 2001
Reclaiming Voices: A Study on Participatory Human Rights Education Methodologies in the Asia Pacific;
Asia-Pacific Regional Resource Centre for Human Rights Education; 2004
Responding to Diversity; Maureen Collins; 2006
Glossary
The following definitions explain the main concepts used in the Manual as they relate to human rights
education.
Approach A particular set of theory, principles and practices that may be used for a
human rights activity.
Case study A summarized and planned account of a person, group, and/or an event.
Competency The knowledge, skills and behavior required to carry out a specific role or
task.
Community developer A community developer uses a variety of tools and processes to encourage
self-reliant communities who are able to identify and address the issues that
are important to them. For a human rights community developer, the focus
is on a communitys human rights issues.
Duty bearer Those who have the responsibility to ensure others human rights are
respected, protected and fulfilled..
Evaluation Gathering information, either during or after a human rights activity, which
contributes to the ongoing improvement of outcomes or performance.
Facilitator A facilitator enables a group to arrive at its own questions and solutions. A
human rights facilitator uses various processes and tools that enable people
to identify human rights issues that impact on them and on others, and to
find ways of addressing those issues.
Formal human rights Human rights education in early childhood centres, schools, and
education universities.
Human rights Basic human rights and freedoms to which all human beings are entitled.
160
Human rights education Disseminating knowledge about human rights, building the capability of
people to apply human rights to their lives and strengthening individuals and
communities to take action toward human rights outcomes.
Human rights educator A person who is competent in the theory and practice of human rights and
education and uses this to undertake human rights education activities.
Indicator The measure that gives information about how well an activity is reaching it
outcomes. Indicators can be quantitative (involving numbers) or qualitative
(identifying the quality of the activity).
Informal human rights Unorganized and often unintentional learning about human rights drawn
education from personal experiences.
Influencers Individuals or groups who are able to influence others opinions about
human rights and encourage action toward promoting and protecting
human rights.
Learning environment The real or virtual space where the human rights education activity is
conducted.
Logic model A systematic way to link the main elements of an education activity.
Milestones Used for human rights activities that are conducted over an extended
period. They indicate what should be achieved at a given time during the life
of the activity.
National human rights NHRIs are official independent legal institutions established by the State
institution (NHRI) by law for the promotion and protection of human rights. They are
established by the constitution or an act of the legislature that guarantees
their independence from political direction and political interference, both
governmental and non-governmental. They comply with the international
minimum standards for NHRIs, the Paris Principles.
News values Characteristics of a news story that make it more or less interesting to a
journalist and his or her audience. News values determine the prominence
given to the story relative to other stories.
Non formal human rights Education activity conducted outside of the formal education system.
education
Glossary | 161
Human Rights Education A Manual for National Human Rights Institutions
Paris Principles The Principles Relating to the Status of National Institutions set out
internationally-agreed minimum standards for the establishment and
operation of independent national human rights institutions.
Participant Someone who takes an active part in a human rights education activity. He
or she may also be a stakeholder.
Practice of human rights The application of human rights education theory and principles to activity
education doing human rights education.
Reflective practice The self-assessment that a human rights educator makes about his or her
performance.
Review A process to assess how well a human rights activity is going and using this
assessment to modify ongoing actions.
Rights holder Individuals or groups who are entitled to specific rights and protection.
Situation analysis Gathering information that is useful for planning a human rights education
activity. It identifies the strengths, needs, supports and barriers that relate to
a specific situation.
Stakeholder A person, group or organization that can affect or be affected by the human
rights education activity. A stakeholder could be a participant, the national
human rights institution or an external organization, such as a funding
agency.
Technique The processes and/or methods a human rights educator uses to achieve a
particular outcome.
Theoretical framework The combination of theory and principles that provide a structure to guide
for human rights the planning, implementation and evaluation of human rights education
education activities.
Theory of human rights The thinking, concepts and ideas that explain human rights education.
education
Tool(s) The education aids used by a human rights educator to increase the chance
of successful outcomes. A variety of tools are commonly used in order to
meet the diverse learning needs and styles of participants.
Trainer An individual who works with people to develop knowledge, skills, and
behaviours required to perform a particular task or activity. A human rights
trainer focuses on ensuring that people know about human rights and
human rights behaviours.
162
Appendices
163
Human Rights Education A Manual for National Human Rights Institutions
Appendix 1:
Logic Models applied to human rights education activities in the Asia Pacific region 165
Appendix 2:
Choosing an appropriate human rights education method 174
Appendix 3:
Writing objectives 177
Appendix 4:
Logic Model checklist 178
Appendix 5:
Effective facilitation skills 180
Appendix 6:
Four categories of learning experiences or styles 182
Appendix 7:
Four types of thinking styles 183
Appendix 8:
Self-evaluation, peer evaluation and external evaluation 184
Appendix 9:
Guide questions for evaluating whether an activity meets human rights education principles 185
Appendix 10:
UNICEF framework for the development of rights-respecting schools 186
Appendix 11:
4-A framework for education and international human rights instruments 189
Appendix 12:
United Nations Declaration on Human Rights Education and Training 190
164
Appendix 1:
Logic Models applied to human rights
education activities in the Asia Pacific region
The following Logic Models take each of the methods in the Multi-Method approach and apply them to
human rights activity in the Asia Pacific Region.
It is important to note that the benefit and effectiveness of the Logic Model process lies in the involvement
and ownership of the educator, the NHRI, the participants and the stakeholders. These examples below
are incomplete working examples only and aim to demonstrate how a range of different human rights
education programmes can be mapped using the Logic Model. They do not attempt to give an accurate
picture of the education activities themselves and do not include the situation analysis element.
Information sharing
Cambodian Centre for Human Rights; Grassroots social media project.
Training
APF; Training-of-trainers blended learning programme.
Facilitation
Femlink; Fiji womens community radio project.
Networking
New Zealand Human Rights Commission, Diversity Action Programme.
Advocacy for human rights
Australian Human Rights Commission; Human rights education and advocacy programme.
Community development
Commission on Human Rights of the Philippines; Indigenous peoples project.
Appendices | 165
166
201
INPUTS OUTPUTS OUTCOMES
Research The development of Community-based, rural Trainees will be CCHRs capacity Social media tools
media-project.
Staff and other experts a social media toolkit organizations and local using the software and effectiveness in become increasingly
designed to impart human activists included in the using social media used in Cambodia
Funds
rights knowledge and tools Aim at training an initial toolkit to share tools, and laying for sharing human
Social media platforms human rights foundations for an rights information
Four pilot trainings for a 40 participants, with ten
and digital security tools/ information interactive, multi- and localization
total of 40 trainees, who participants each from four
software media resource efforts increase
will be given the toolkit in communities
soft-copies on USB sticks centre for human
rights in Cambodia,
is increased
What amount of time and Was the toolkit developed? What was the uptake on To what extent are To what extent has To what extent are
resources was invested? What was the uptake on the training? software and tools CCHRs capacity the social media
Human Rights Education A Manual for National Human Rights Institutions
Were resources adequate? the toolkit? How effective was it? available and utilized increased? tools being used to
by trainees? share human rights
What, if any, blocks
information?
were there to access the
software? How effective is it?
Indicators, such as
[No.] personnel and time [No.] of people accessing [No.] training sessions The level of citizen Updating of the Human rights
Non-people costs the toolkit [No.] participants media created media toolkit and activity is apparent
Feedback from by trainees has software on Facebook,
Partners Feedback from
participants increased Professional Twitter, Flickr,
participants
development YouTube and blogs
Cambodian Centre for Human Rights Grassroots social media project201
202
Human rights
Resources Participants/stakeholders Short-term Medium-term Long-term
education activity
Staff; researchers, writers, Pilot the delivery of a five Human rights trainers of Participants have Participants are Human rights training
administrators week blended training NHRIs in the Asia Pacific increased knowledge applying this practice in NHRIs in
Funds course, using online (four region of human rights knowledge to their the Asia Pacific region
weeks) and face-to- NHRIs and APF, as training practice as human has improved
Information and
face (one week) human stakeholders A blended-learning rights trainers in their
communications technology/
rights training methods model for training- own countries
website
and including participant of-trainers has been
Logic Model: Training
What amount of time and What was the uptake on the Were NHRIs involved in To what extent To what extent To what extent has
resource was invested? programme? designing the programme? did participants has human rights human rights training
Were resources adequate? How engaged were If so, how? knowledge of educators practice practice within NHRIs
participants in the online How many participants took human rights training improved? in the Asia Pacific
discussions? part? increase? improved?
Indicators, such as
[No.] personnel and time Participant and stakeholder Evidence of participant [No.] participants Participants reports Reported
Non-people costs feedback involvement completed programme showing [no.] improvements.
Amount of participant online [No.] NHRIs involved certificated involved, outcomes NHRI capacity
Partners
engagement [No.] continuing to of human rights assessments.
[No.] participants attending
become APF Master education activity
Quality of participant APF training needs
presentations Trainers Participant feedback assessments
Outcomes of pilot
Appendices | 167
168
INPUTS OUTPUTS OUTCOMES
203
Human rights
Resources Participants/stakeholders Short-term Medium-term Long-term
education activity
Research Workshops facilitated in Women in rural communities Women have an Women apply Women in identified
Staff; community workers, rural communities of Fiji in Fiji increased awareness this knowledge to communities in
coordinators Participating women: The families of the of their human rights, everyday lives Fiji experience an
participants of the women their human rights Family/community improvement in their
Funds/partners share their experiences
issues and possible members are human rights, peace
Mobile radio communication highlight relevant issues, Womens wider communities
solutions changing the way and human security.
unit talk to each other about
Communities they treat women
Tape recorders these issues and explore
have increased Womens participation
practical solutions
Logistics; travel, knowledge about
Logic Model: Facilitation
What amount of time and What was the uptake on the Were participants involved in To what extent did To what extent are To what extent has
resource was invested? Were programme? designing the programme? womens human women articulating the experience of
resources adequate? How engaged were women If so, how? rights knowledge and claiming their women in identified
in the workshop and focus How many women took increase? rights? communities
groups? part? To what extent did To what extent has improved?
Femlink Fiji womens community radio project203
How effective were the Level of support from the knowledge of the behaviour of duty
media clips? families and stakeholders? families/communities bearers improved?
increase?
Indicators, such as
[No.] personnel and time [No.] women engaged Evidence of participant [No.] women Evidence of behaviour Evidence of
Non-people costs Feedback from women involvement; [no.] of demonstrating change improvement
women/family/community increased knowledge/ Reduction in reports Increase in womens
Partners [No.] of family/community
skills. of abuse and safety/participation
listeners
Additional outcomes discrimination
Feedback from listeners
From discussions with Sharon Bhagwan Rolls, Coordinator. More information is available at www.femlinkpacific.org.fj.
INPUTS OUTPUTS OUTCOMES
204
Human rights
Resources Participants/stakeholders Short-term Medium-term Long-term
education activity
Staff; field workers, Supporting organizations Organizations in New Organizations Positive race relations, Race relations in New
administrators, researchers, to undertake action toward Zealand who support the undertake projects that racial equality and Zealand are improved
communications, manager, promoting harmonious race vision of culturally diverse, contribute to positive cultural diversity are
Commissioner relations by equal and harmonious New race relations, racial improved in participant
Funds publishing network Zealand and are taking equality and cultural organizations and
newsletters practical steps towards its diversity in their own communities as a
Partners
realisation organizations and result.
awarding certificates of
action-programme-te-ngira/.
Information and communities
acknowledgement of Stakeholders; all of New Greater general
communication technologies
contributions Zealand awareness of race
relations issues in New
holding forums and events
Zealand
maintaining, developing
and connecting a
network of participating
organizations
Evaluation questions (end of year check), such as
What amount of time and What was the uptake on the Were participants involved in To what extent did To what extent To what extent have
resource was invested? network? designing the programme? If the participation are race relations race relations in New
Logic Model: Relationship management
Were resources adequate? What was the quality of so, how? of organizations improved in Zealand improved?
projects? How many organizations increase? organizations and
took part? What were the communities?
How well were events
supported? What was the level of support outcomes of this To what extent is
from stakeholders? participation? there are greater
What was the quality of the
general awareness of
support?
race relations in New
Zealand?
Indicators, such as
[No.] personnel and time [No.] organizations and [No.] participants engaged. Increased [no.] Evidence of Types of improvements
Non-people costs [no.] projects registered on [No.] stakeholders of organizations behaviour change [No.] incidences of
network responding, including media undertaking projects in organizations and race-based abuse
Partners
Outcomes of projects responses Reported outcomes of communities
activism
Feedback on the programme
Appendices | 169
170
INPUTS OUTPUTS OUTCOMES
205
Human rights Participants/
Resources Short-term Medium-term Long-term
education activity stakeholders
Funds Stakeholder engagement Community based Increased Capacity and actions Effective reach to
-we-doing.
Staff time, trainer and and consultation organizations working understanding and to build understanding identified audiences
support staff Literature review with Muslim women respect for human and respect for rights with relevant
Muslim womens rights among CDWs by CDWs and their information about
TAFE support Participant recruitment
organizations Enhanced organizations human rights
Community Development events
Vocational education Commission Increased use of Increased capacity
Workers (CDWs) time and Course materials and
and tertiary and further relationships with digital media in human to take action by
their organizations support delivery package
education sectors community and rights advocacy and those vulnerable to or
Digital technician expertise Course events Muslim organizations actions/activities by experiencing human
and time Participants digital participants and their rights breaches
Increased
Education and Advocacy205
What resources have How well has the How well has the What difference What difference What difference
been used to deliver the programme been programme been has the programme has the programme has the programme
programme? implemented? implemented? made? made? made?
What have been have been Was the stakeholder To what extent was a To what extent To what extent has How sustainable are
the outputs? engagement community- human rights-based did the course the course increased the outcomes beyond
based and did it have a approach used in increase participants the capacity of CDWs the pilot project?
collaborative focus? the development of understanding and their organizations How transferable is
course and stakeholder of human rights? to undertake human
Australian Human Rights Commission Certificate in Human Rights
Indicators, such as
Delivered on time and to [No.] recruitment events [No.] targeted Increased use of Satisfaction/positive Commission can
budget [No.] course events organizations supporting digital and social feedback of the expand and enhance
staff to attend media for advocacy Muslim community its work on building
[No.] participant digital
[No.] Muslim CDWs can support organizations with understanding,
media objects
organizations supporting community members overarching project respect for
Developed a high quality human rights in
staff to participate to make a complaint of Improved relationships
human rights education the community,
[No.] Muslim participants discrimination and/or with target
and advocacy course particularly with
interest in course human rights breach communities, and
that met its teaching vulnerable and
to the Commission expanded Commission
aims and objectives [No.] students/ marginalized
Satisfaction of the reach in new
and is sustainable and organizations interested communities
participants with networks with smaller
transferable in the course
course/overarching and emerging Muslim Interest from
Utilized digital and social [No.] Muslim students/ womens community stakeholders
project/role of
media as an effective organizations interested organizations requesting human
Commission
teaching and advocacy in the course rights education and
Positive impact on Community based
tool Proportion of participants advocacy training in
participants to work organizations have
undertaking all of the changed their process different community
actively with and for
course components and and/or policies to and TAFE settings
human rights in their
assignments. include human rights Digital stories
engagement with
Trainer, support teacher communities Increased continue to be used
participant, organization understanding and as education and
Satisfaction with
feedback awareness of human advocacy tools
the course among
participants and their rights promotes action
managers by identified audiences
Appendices | 171
172
INPUTS OUTPUTS OUTCOMES
206
Human rights Participants/
Resources Short-term Medium-term Long-term
education activity stakeholders
Staff; field workers, Three-year human rights Indigenous peoples; The three target The three target Community-based project206
administrators, researchers, community development Kankana-ey (of indigenous indigenous projects achieve
project coordinator, project involving: Kibungan); Higaonon communities have communities are planned results
Commissioner identifying indigenous (of Esperanza, Agusan increased awareness able to identify, Police, military
Funds partners, using del Sur); Sama Dilaut (of of human rights and verify, document and and other State
process of free, prior Basilan, Jolo, Sulu and how they can be used monitor human rights agencies have
Logistics; travel,
and informed consent Zamboanga) a tool to address abuses undertaken initiatives
communications, meeting
State agencies; local and human rights issues Community-based that demonstrate
resources, participants identifying appropriate
travel, etc field CHRP teams national The police, military projects have been their human rights
Civil society and other State initiated that include obligations
Partners building relationships
organizations; local and agencies have practical and realistic CHRP has increased
through face-to-face
national increased knowledge steps to address its capability to
engagement
of human rights identified human facilitate human
extensive programme International partners and
rights issues
rights/our-work/international-networks-and-projects/.
stakeholders rights community
of planning,
Police, military and development
implementation and
other State agencies programmes
evaluation involving
Human Rights Education A Manual for National Human Rights Institutions
What amount of time and What was the nature Were participants/ To what extent How realistic are the To what extent were
resource was invested? of the engagement stakeholders involved did human rights community projects? the human rights
Were the resources from communities, in designing the knowledge among Who was involved in issues identified by
adequate? State agencies and civil programme? If so, how? the communities developing them? the communities
society? Were the participants increase? addressed? How?
How willing and able
What was the quality of representative by gender To what extent did are police, military and To what extent did
projects; ownership of and age? the human rights other State agencies the police, military
issues by participants, How many organizations knowledge of to apply human rights and other State
strengths of the took part? other stakeholders practices? agencies change their
strategies, resources increase? behaviour? How?
Support from other
allocated, outcomes
Commission on Human Rights of the Philippines Indigenous peoples
stakeholders?
reported?
More information, including an overview of the actual outcomes of this project, is available at www.hrc.co.nz/your-rights/human-
INPUTS OUTPUTS OUTCOMES
Indicators, such as
[No.] personnel and time [No.] of participants/ No.] of participants [No.] of indigenous Monitoring activity Examples of
Non-people costs stakeholders engaged Participant profile. peoples involved in [No.] and diversity sustainable
Nature/quality of human rights activity of participation; community-based
Partners [No.] and type of State
engagement in the community involvement of women project outcomes
agencies engaged
Process and outcome Reported outcomes and young people Examples of initiatives
reviews of projects Evidence of local and by police, military and
Additional outcomes central government other State-based
initiatives duty bearers
Evidence of local
activism
Appendices | 173
174
Activity
Method Comment
Other activities may be added to this list
dialogue.
community/country.
Training Workshop Coverage Numbers per activity are usually small; between one and 20.
Imparting human Coaching and support
rights skills and Role of educator Trainer/teacher. Is educator-centred with a heavy reliance on
Training manual
knowledge the educator, who develops appropriate methods, resources
Online course and experiences that most effectively teach participants.
Demonstration
Audio visual resources Time required Usually a fixed amount of time that is linked with the
achievement of specific objectives and outcomes. The time
required is specified in the activity outline.
Outcomes sought People are able to reiterate human rights information and
demonstrate how to act in a human rights manner.
Activity
Method Comment
Other activities may be added to this list
Facilitation Working with a group of people Coverage Numbers per activity are usually small but larger numbers can
Strengthening and to encourage them to identify be managed depending on the strength and maturity of the
supporting others their human rights concerns group and the leaders within it.
to take action to and finding ways to address
those. There are many activities Role of educator Facilitator. There is less reliance on the educator, whose role
improving human
associated with this method, is to develop processes that enable participants to achieve
rights conditions
such as: their objectives using human rights principles.
working with a group of young
Time required Ideally the time allowed is flexible and guided by the participants
people seeking to build human
feedback that they have reached their objectives. It is more
rights awareness among other
realistic, however, that a specific amount of time is available.
young people through an art
exhibition, concert or DVD Content/process Process-focused, supported by human rights content.
supporting a community group
to gauge the views of its Outcomes sought Participants can identify human rights issues that impact on
members about housing issues them and on others and have the ability to address them.
through a street survey.
Relationship Establish network/s Coverage Has the potential to reach limitless numbers.
management Newsletter
Role of educator Networker. A human rights matter has usually been
Working with Roundtable identified and the educator brokers relationships and activities,
others toward
Think-tank forging networks with those most able to act on the matter.
shared human
Task group The educator may also be required to be project manager.
rights outcomes
Time required Various not necessarily too time-intensive. It is usually the
decision of the participants about how much time they wish to
commit to the activity.
Appendices | 175
176
Activity
Method Comment
Other activities may be added to this list
Advocacy for Initiating a campaign Coverage Could be one-on-one, or involve limitless numbers.
human rights Strengthening others to self-
Promoting the advocate Role of educator Advocate. The educator supports and promotes the rights
role and value of of those most disadvantaged and supports others through
Promoting the role and value of
human rights education to take action in support of human rights goals. The
human rights
educator may also be required to be project manager.
Time required Various and could be time intensive. It is usually the decision
of the participant/s about how much time they wish to commit
to the activity and whether the goal has been reached.
Outcomes sought Structural and lasting changes that increase the power of
those who are most disadvantaged.
Human Rights Education A Manual for National Human Rights Institutions
Community Usually a project involving: Coverage Could be a small group, or involve large numbers.
development networking
Strengthening Role of educator Requires a multi-function role involving each of the other
outreach
communities to be approaches: communicator, trainer/teacher, educator,
advocacy networker and advocate. It also requires project management,
the key actors in
the human rights facilitation resource management and leadership development.
issues which affect capability and capacity
their lives development Time required Often involves large amounts of time. It is usually the decision
of the participant/s about how much time they wish to commit
to the activity and whether the goal has been reached.
Analogy Graph
Speech Collage Drama Poster
Story Summary Outline Photograph
Tape recording Cartoon Diagram
People Diagram
Events Confirm Explain Sculpture
Recordings Convert Infer Relate Photograph
Dictionary Match Discuss Describe Forecast
Draw Apply
Television shows Estimate Paraphrase Illustration
Identify Modify
Definition Predict List
Locate Label Build
Text reading Project
Select Write Construct
Magazine articles Puzzle
Outline Recite Comprehension Solve
Cartoon
List State Report
Filmstrip
Name Record Sketch
Knowledge Application
Repeat Produce
Solve Analyze
Critique Evaluation Analysis Sort
Criticize Categorize
Editorial Appraise Investigate Survey
Synthesis
Conclusion Assess Compare Syllogism
Valuing Conclude Debate Model
Self-evaluation Justify Combine Compose Differentiate Conclusion
Group discussion Judge Design Generate Examine Graph
Recommendation Invent Plan Formulate Argument broken down
Court trial Originate Devise Revise Questionnaire
Survey Hypothesize Report
207 Adapted from Taxonomy of Educational Objectives: the Classification of Educational Goals; Handbook I: Cognitive Domain;
Benjamin Bloom et al; 1956.
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Appendix 4:
Logic Model checklist
Logic Model Yes No
SITUATION ANALYSIS:
An assessment of a human rights situation that provides information for planning, carrying out and
evaluating a human rights education activity
Do you know
7 The type of human rights activity that would be most relevant to the issue and the
participants?
8 Who the stakeholders are (who has an interest in the human rights issue or focus)?
10 The other actors? Who else is involved in addressing this human rights issue?
INPUT:
The resources required to carry out and evaluate a human rights education activity
administrators?
communications people?
partners?
other experts?
other?
178
13 Financial resources
19 Communications resources
OUTPUT:
The type of human rights education activity carried out and the participants and stakeholders
involved
20 SMART objectives?
Specific?
Measurable?
Achievable?
Relevant?
Time-bound?
21 Relevant content
22 Appropriate structure
24 Plan of logistics
27 Has the participant group been involved in planning and designing the activity?
28 Has the activity been focused on the needs and strengths of the participants?
OUTCOMES:
The results sought from the human rights activity against which the activity will be monitored
and evaluated
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Human Rights Education A Manual for National Human Rights Institutions
Appendix 5:
Effective facilitation skills208
The ultimate aim of human rights education and training is to foster change at an individual and
organizational level.
Accordingly, effective facilitation should seek to promote genuine and sustained change in the way people
think, form opinions, make decisions and act. This process is most likely to occur when participants at
the centre of the learning process.
In a participatory learning environment, each participant:
is actively engaged in the learning process and takes responsibility for their own learning
shares their own experiences and skills and contributes to building the groups knowledge.
The facilitator supports this process by:
creating a respectful and effective learning environment
promoting communication and dialogue between the participants and acting as a knowledge
navigator (rather than a knowledge transmitter)
giving participants opportunities and responsibility for their own learning.
208 Effective Facilitation Skills: Resource Sheet 9; APF Training-of-trainers blended learning course; 2012.
180
3. Cover the course content as planned
While learning should be a collaborative process, it is important that the education and training
programme stays on schedule and covers all the key issues and information identified in the learning
needs assessment.
Facilitators should:
ensure that each session starts and concludes with key summary points; reviewing these points
also helps ensure that content has been properly covered during the session
develop and introduce sessions so that participants can clearly see how the current topic follows
logically from the previous one
write additional topics raised by participants on a flip chart or white board and cover them if time
allows at the end of the session or, alternatively, offer to address the question during a break.
Take the time to get to know the participants Make points that are clear and easy to remember
Respect differences of opinion and life choices Understand group dynamics and are comfortable
managing groups
209 Adapted from Training Works!; Jhpiego; 2003; and The Trainers Handbook; Karen Lawson; 1998.
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Appendix 6:
Four categories of learning experiences
or styles210
Doer
Likes to be actively involved in the learning process, wants to know how he or she will apply learning in
the real world, likes information presented clearly and concisely.
Feeler
People-oriented, expressive, focuses on feelings and emotions, thrives in open, unstructured learning
environment.
Thinker
Relies on logic and reason, likes to share ideas and concepts, analyzes and evaluates, enjoys
independent work.
Observer
Likes to watch and listen, tends to be reserved, will take her or his time before participating, thrives on
learning through discovery.
Doer Feeler
Thinker Observer
Reading Lectures
Questioning Discussion
182
Appendix 7:
Four types of thinking styles211
Concrete Sequential
CONCRETE SEQUENTIAL
Concrete Random Sequential Abstract
RANDOM ABSTRACT
Random Abstract
211 Developed by Anthony Gregorc and Kathleen Butler. More information is available at http://en.wikipedia.org/wiki/Anthony_Gregorc.
Appendices | 183
184
212
Type Description Advantages Disadvantages
Self- Involves a human rights Educator/s or the NHRI are active participants Can be difficult to see the whole
evaluation educator, a group of in the evaluation process situation clearly because of close
educators or the NHRI as Commitment to monitoring and evaluation involvement
a whole reviewing itself outcomes and motivation to address them can There is a potential for subjectivity.
and its own human rights be increased The validity of the monitoring
education performance
Can be more deeply informed by insider and evaluation findings may not
Could involve an internal experience be highly regarded by external
Peer Conducted by other Evaluation is undertaken by those who have an Relationships among peers may
evaluation human rights educators existing understanding of the context affect the process and outcomes
external evaluation212
(or if the organization as Peers have the ability to propose good practice The validity of the monitoring
a whole is evaluating its
Human Rights Education A Manual for National Human Rights Institutions
during the course of the monitoring and and evaluation findings may not
performance, another evaluation be highly regarded by external
NHRI or regional stakeholders, including funders
Both the educator and the peer reviewer
coordinating body)
may gain insights from the monitoring and
evaluation process
External Conducted by a person Provides a degree of objectivity The information may not be as
evaluation or a team outside of the May bring new insights and perspectives accurate or as informed as that
activity context developed by insiders
Triangulates the information gathered through
External evaluator/s will self-evaluation and peer evaluation Can be expensive
often use information Tends to give a snapshot of a
Sometimes more trusted by external
collected during self- particular time
Self-evaluation, peer evaluation and
An external facilitator in this instance does not carry out the evaluation themselves but rather implements the process whereby an
Appendix 9:
Guide questions for evaluating whether
an activity meets human rights education
principles
Principles Evaluation process questions
[These questions can be use for formative or summative evaluation]
Principle 1: Relevant to 1. Does/did the activity focus on the participants issues and priorities?
participants 2. Is/was it implemented in such a way that it took into account such things as
Human rights education is participants diverse physical needs, styles of learning and timeframes?
participant-centred and relevant 3. Has the background of the participants been taken into account?
Principle 2: Collaborative 1. Does/did participants and other stakeholders have an opportunity to contribute to
Human rights education is the implementation of the activity?
enhanced by partnerships and 2. Are/were the participants treated as partners?
collaborations
Principle 3: Participatory 1. Does/did the activity draw out and share participants experiences?
Human rights education 2. Does/did it maximize and respect the contribution of participants?
acknowledges participants as 3. Are/were participants actively engaged in learning and knowledge development?
educators
4. As human rights educator, are/were you part of the education experience, rather
than the source of it?
Principle 6: Empowering 1. Does/did the activity involve methods, tools and processes that encouraged
Human rights education participants to:
is transformative Become familiar with human rights?
Identify those human rights that impact on them or for which they have a
responsibility?
Analyse their situations through a human rights lens?
Develop strategies to act on these?
2. Will the activity benefit those most marginalized or most vulnerable to human
rights abuses?
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Human Rights Education A Manual for National Human Rights Institutions
Appendix 10:
UNICEF framework for the development
of rights-respecting schools
Aspect 1:
Leadership and Management: Embedding the values of the Convention on the Rights of the Child
in the life of the school
1. A rights-respecting school has the The school leadership team has measures in place to ensure
Convention on the Rights of the the values of the CRC are integrated into its policies as they are
Child (CRC) at the heart of the core reviewed at all levels.
values of a school.
2. The processes of developing as a The school has a process of evaluating and sustaining its culture,
rights-respecting school: which is open, transparent and rights-respecting. Students
contribute to this process.
(a) informs the schools
arrangements for planning,
Teachers have opportunities to improve their knowledge and
development and review
understanding of local and global issues and how they relate to
(b) prepares the school community children and human rights.
to recognize the universality of
childrens rights and to support 1. Students report that there is a culture of mutual respect
the rights of others, locally and for the rights of others, evident in all levels of school
globally relationships.
(c) ensures the school has strong
arrangements for protecting 2. Students are empowered to work for change, aware of how
pupils from all forms of abuse the CRC is a major instrument for improvements in childrens
and harassment. lives worldwide.
186
Aspect 2:
Teachers, other adults and students know and understand the CRC and its relevance to the school
ethos and curriculum
Aspect 3:
Teaching and learning in rights-respecting classrooms
The values of the CRC are reflected in 1. All teaching staff recognize the importance of modelling
the following aspects of the classroom rights and undertake a rights-respecting approach in their
experience: classrooms.
systematic opportunities are
2. All teaching staff use a wide range of teaching and learning
provided for children to participate
methods, with high levels of participatory teaching and
in decisions which affect them
opportunities for student interaction.
children can freely think about and
express their views 3. All teaching staff give students opportunities to make
there is a classroom climate which choices in their learning, within the framework of the required
allows for different perspectives and curriculum, so curriculum requirements and students
views; opinions can be expressed interests and concerns are met.
without loss of dignity
there is fair and equitable treatment 4. Students have opportunities to give constructive feedback to
for all their teachers.
children learn how to be active
contributors to their class, 5. All teachers include aspects of the global dimension in
community and society. their lessons, as appropriate, and with a childrens rights
dimension. This is reflected in the schemes of work.
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Human Rights Education A Manual for National Human Rights Institutions
Aspect 4:
Students actively participate in decision-making throughout the school
1. There are effective and inclusive 1. The school has systems and procedures that effectively
arrangements in the school engage students in the democratic running of the school
community for students to actively (articles 12 and 13).
participate in decision-making.
2. The school ensures that pupils have 2. Students participate in wider initiatives, local, national and
the information they need to make global.
informed decisions (articles 13 and
17). 3. Students have frequent opportunities to feed opinions and
suggestions to the schools governing body.
3. The school community makes
provision for students to support
the rights of others, locally, 4. Students participate in the staff recruitment process.
nationally and globally.
5. An elected School Council/Union has a responsibility to
4. All members if the school
function as ambassadors for the CRC within the school.
community understand their
responsibility to listen to students.
6. The schools physical environment is a feature of its rights-
respecting ethos.
188
Appendix 11:
4-A framework for education and
international human rights instruments
International Covenant on Economic, Social and Cultural Rights, 1978 (ICESCR)
International Convention on the Elimination of All Forms of Racial Discrimination, 1972 (CERD)
Convention on the Elimination of All Forms of Discrimination against Women, 1985 (CEDAW)
Convention on the Rights of the Child, 1993 (CRC)
Convention on the Rights of Disabled Persons, 2007 (CRDP)
Declaration on the Rights of Indigenous Peoples, 2006 (UNDRIP)
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Human Rights Education A Manual for National Human Rights Institutions
Appendix 12:
United Nations Declaration on
Human Rights Education and Training
Resolution adopted by the General Assembly
66/137 of 19 December 2011
The General Assembly,
Welcoming the adoption by the Human Rights Council, in its resolution 16/1 of 23 March 2011,213 of the
United Nations Declaration on Human Rights Education and Training,
1. Adopts the United Nations Declaration on Human Rights Education and Training annexed to the
present resolution;
2. Invites Governments, agencies and organizations of the United Nations system, and
intergovernmental and non-governmental organizations to intensify their efforts to disseminate
the Declaration and to promote universal respect and understanding thereof, and requests the
Secretary-General to include the text of the Declaration in the next edition of Human Rights: A
Compilation of International Instruments.
Annex
United Nations Declaration on Human Rights Education
The General Assembly,
Reaffirming the purposes and principles of the Charter of the United Nations with regard to the
promotion and encouragement of respect for all human rights and fundamental freedoms for all
without distinction as to race, sex, language or religion,
Reaffirming also that every individual and every organ of society shall strive by teaching and education
to promote respect for human rights and fundamental freedoms,
Reaffirming further that everyone has the right to education, and that education shall be directed
to the full development of the human personality and the sense of its dignity, enable all persons to
participate effectively in a free society and promote understanding, tolerance and friendship among
all nations and all racial, ethnic or religious groups, and further the activities of the United Nations for
the maintenance of peace, security and the promotion of development and human rights,
Reaffirming that States are duty-bound, as stipulated in the Universal Declaration of Human
Rights,214 the International Covenant on Economic, Social and Cultural Rights215 and in other human
rights instruments, to ensure that education is aimed at strengthening respect for human rights and
fundamental freedoms,
Acknowledging the fundamental importance of human rights education and training in contributing
to the promotion, protection and effective realization of all human rights,
213 See Official Records of the General Assembly, Sixty-sixth Session, Supplement No. 53 (A/66/53), chap. I.
214 Resolution 217 A (III).
215 See resolution 2200 A (XXI), annex.
190
Reaffirming the call of the World Conference on Human Rights, held in Vienna in 1993, on all States
and institutions to include human rights, humanitarian law, democracy and rule of law in the curricula
of all learning institutions, and its statement that human rights education should include peace,
democracy, development and social justice, as set forth in international and regional human rights
instruments, in order to achieve common understanding and awareness with a view to strengthening
universal commitment to human rights,216
Recalling the 2005 World Summit Outcome, in which Heads of State and Government supported the
promotion of human rights education and learning at all levels, including through the implementation
of the World Programme for Human Rights Education, and encouraged all States to develop
initiatives in that regard,217
Motivated by the desire to send a strong signal to the international community to strengthen all
efforts in human rights education and training through a collective commitment by all stakeholders,
Declares the following:
Article 1
1. Everyone has the right to know, seek and receive information about all human rights and fundamental
freedoms and should have access to human rights education and training.
2. Human rights education and training is essential for the promotion of universal respect for and
observance of all human rights and fundamental freedoms for all, in accordance with the principles
of the universality, indivisibility and interdependence of human rights.
3. The effective enjoyment of all human rights, in particular the right to education and access to
information, enables access to human rights education and training.
Article 2
1. Human rights education and training comprises all educational, training, information, awareness-
raising and learning activities aimed at promoting universal respect for and observance of all human
rights and fundamental freedoms and thus contributing, inter alia, to the prevention of human rights
violations and abuses by providing persons with knowledge, skills and understanding and developing
their attitudes and behaviours, to empower them to contribute to the building and promotion of a
universal culture of human rights.
2. Human rights education and training encompasses:
(a) Education about human rights, which includes providing knowledge and understanding of
human rights norms and principles, the values that underpin them and the mechanisms for their
protection;
(b) Education through human rights, which includes learning and teaching in a way that respects the
rights of both educators and learners;
(c) Education for human rights, which includes empowering persons to enjoy and exercise their
rights and to respect and uphold the rights of others.
216 See A/CONF.157/24 (Part I), chap. III, sect. II.D, paras. 79 and 80.
217 See resolution 60/1, para. 131.
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Human Rights Education A Manual for National Human Rights Institutions
Article 3
1. Human rights education and training is a lifelong process that concerns all ages.
2. Human rights education and training concerns all parts of society, at all levels, including preschool,
primary, secondary and higher education, taking into account academic freedom where applicable,
and all forms of education, training and learning, whether in a public or private, formal, informal
or non-formal setting. It includes, inter alia, vocational training, particularly the training of trainers,
teachers and State officials, continuing education, popular education, and public information and
awareness activities.
3. Human rights education and training should use languages and methods suited to target groups,
taking into account their specific needs and conditions.
Article 4
Human rights education and training should be based on the principles of the Universal Declaration of
Human Rights and relevant treaties and instruments, with a view to:
(a) Raising awareness, understanding and acceptance of universal human rights standards and
principles, as well as guarantees at the international, regional and national levels for the protection
of human rights and fundamental freedoms;
(b) Developing a universal culture of human rights, in which everyone is aware of their own rights and
responsibilities in respect of the rights of others, and promoting the development of the individual
as a responsible member of a free, peaceful, pluralist and inclusive society;
(c) Pursuing the effective realization of all human rights and promoting tolerance, non-discrimination
and equality;
(d) Ensuring equal opportunities for all through access to quality human rights education and training,
without any discrimination;
(e) Contributing to the prevention of human rights violations and abuses and to the combating and
eradication of all forms of discrimination, racism, stereotyping and incitement to hatred, and the
harmful attitudes and prejudices that underlie them.
Article 5
1. Human rights education and training, whether provided by public or private actors, should be based
on the principles of equality, particularly between girls and boys and between women and men,
human dignity, inclusion and non-discrimination.
2. Human rights education and training should be accessible and available to all persons and should
take into account the particular challenges and barriers faced by, and the needs and expectations of,
persons in vulnerable and disadvantaged situations and groups, including persons with disabilities,
in order to promote empowerment and human development and to contribute to the elimination of
the causes of exclusion or marginalization, as well as enable everyone to exercise all their rights.
3. Human rights education and training should embrace and enrich, as well as draw inspiration from,
the diversity of civilizations, religions, cultures and traditions of different countries, as it is reflected in
the universality of human rights.
4. Human rights education and training should take into account different economic, social and cultural
circumstances, while promoting local initiatives in order to encourage ownership of the common goal
of the fulfilment of all human rights for all.
192
Article 6
1. Human rights education and training should capitalize on and make use of new information and
communication technologies, as well as the media, to promote all human rights and fundamental
freedoms.
2. The arts should be encouraged as a means of training and raising awareness in the field of human
rights.
Article 7
1. States, and where applicable relevant governmental authorities, have the primary responsibility to
promote and ensure human rights education and training, developed and implemented in a spirit of
participation, inclusion and responsibility.
2. States should create a safe and enabling environment for the engagement of civil society, the private
sector and other relevant stakeholders in human rights education and training, in which the human
rights and fundamental freedoms of all, including of those engaged in the process, are fully protected.
3. States should take steps, individually and through international assistance and cooperation, to
ensure, to the maximum of their available resources, the progressive implementation of human rights
education and training by appropriate means, including the adoption of legislative and administrative
measures and policies.
4. States, and where applicable relevant governmental authorities, should ensure adequate training in
human rights and, where appropriate, international humanitarian law and international criminal law,
of State officials, civil servants, judges, law enforcement officials and military personnel, as well as
promote adequate training in human rights for teachers, trainers and other educators and private
personnel acting on behalf of the State.
Article 8
1. States should develop, or promote the development of, at the appropriate level, strategies and
policies and, where appropriate, action plans and programmes to implement human rights education
and training, such as through its integration into school and training curricula. In so doing, they
should take into account the World Programme for Human Rights Education and specific national
and local needs and priorities.
2. The conception, implementation and evaluation of and follow-up to such strategies, action plans,
policies and programmes should involve all relevant stakeholders, including the private sector, civil
society and national human rights institutions, by promoting, where appropriate, multi-stakeholder
initiatives.
Article 9
States should promote the establishment, development and strengthening of effective and independent
national human rights institutions, in compliance with the principles relating to the status of national
institutions for the promotion and protection of human rights (the Paris Principles),218 recognizing that
national human rights institutions can play an important role, including, where necessary, a coordinating
role, in promoting human rights education and training by, inter alia, raising awareness and mobilizing
relevant public and private actors.
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Human Rights Education A Manual for National Human Rights Institutions
Article 10
1. Various actors within society, including, inter alia, educational institutions, the media, families, local
communities, civil society institutions, including non-governmental organizations, human rights
defenders and the private sector, have an important role to play in promoting and providing human
rights education and training.
2. Civil society institutions, the private sector and other relevant stakeholders are encouraged to ensure
adequate human rights education and training for their staff and personnel.
Article 11
The United Nations and international and regional organizations should provide human rights education
and training for their civilian personnel and for military and police personnel serving under their mandates.
Article 12
1. International cooperation at all levels should support and reinforce national efforts, including, where
applicable, at the local level, to implement human rights education and training.
2. Complementary and coordinated efforts at the international, regional, national and local levels can
contribute to more effective implementation of human rights education and training.
3. Voluntary funding for projects and initiatives in the field of human rights education and training should
be encouraged.
Article 13
1. International and regional human rights mechanisms should, within their respective mandates, take
into account human rights education and training in their work.
2. States are encouraged to include, where appropriate, information on the measures that they have
adopted in the field of human rights education and training in their reports to relevant human rights
mechanisms.
Article 14
States should take appropriate measures to ensure the effective implementation of and follow-up to the
present Declaration and make the necessary resources available in this regard.
194
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