Dr Sev Ozdowski OAM
ACHRE President
Email: sevozdo@gmail.com
Web: www.sevozdowski.com/

Vincenzo Andreacchio
Executive Officer
Email: achre@live.com.au

International HRE Resources

Evaluating Human Rights Training Activities: A Handbook for Human Rights Educators by EQUITAS - The International Centre for Human Rights Education and the Office of the United Nations High Commissioner for Human Rights (OHCHR), April 2011

This Handbook aims at strengthening the evaluation of human rights education/training (HRE) activities with a view to increasing their impact. It highlights relevant research and practice in educational evaluation and contains step-by-step guidance, including examples of tools and techniques, to integrate evaluation throughout the entire HRE process including design, delivery and follow-up. The Handbook is organized as follows:

Part 1 - Evaluating HRE: exploring the basics It reviews the goals, content and process of HRE. Key concepts of educational evaluation are then introduced, as well as two models of educational evaluation that can guide human rights educators in incorporating evaluation into their HRE work.

Part 2 - Evaluating HRE: a step-by-step process It outlines a five-step process for evaluating human rights training sessions for adult learners. This process, which includes training needs assessment, defining results, formative evaluation, end-of-training summative evaluation and impact and transfer evaluations, directly links the design of evaluation with the different phases of a training design cycle. Data analysis methods and techniques as well as different means of communicating results are also addressed.

Part 3 - Particular evaluation concerns It looks at a number of important issues and questions that human rights educators will need to deal with when evaluating HRE activities and also provides some useful strategies for addressing them. Issues include the role of gender in evaluation, the effects of culture and language, evaluation of evaluations, and finding time and resources for evaluation.

Part 4 - Tools and techniques for evaluation in HRE It presents a broad collection of practical tools and techniques, which can be easily adapted to suit particular needs, for the different types of evaluation - from training needs assessment to evaluating transfer and impact.

Part 5 - Useful resources for HRE evaluation It contains a variety of resources consulted in the development of this Handbook, including print and electronic materials, and a list of relevant websites.

The Handbook, available in English, can be downloaded from the addresses: http://www.ohchr.org/EN/PublicationsResources/Pages/TrainingEducation.aspx and from http://equitas.org/resources/human-rights-defenders-and-educators/evaluation

The Universal Declaration of Human Rights:

see The Universal Declaration of Human Rights here

What are Human Rights: Youth For Human Rights

see a video here: What are Human Rights?

Human Rights Education at the Council of Europe

The Council of Europe's Directorate of Youth and Sport works on human rights education with young people and children Human Rights Education and Living, Learning, Acting for Human Rights.

The following key publications that are used throughout Europe are available online namely:
1. Compass - A manual on human rights education with young people
2. Compasito - A manual on human rights education for children
3. Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools

United Nations Resources

Office of the High Commissioner of Human Rights
UN Human Rights Council
Human Rights Committee
General Assembly Third Committee (Social, Humanitarian and Cultural) Documents, press releases, related links.
UNESCO's work on Human Rights Education
World Programme for Human Rights Education
WFUNA website

A Path to Dignity: The Power of Human Rights Education Documentary


The Commonwealth Secretariat
The Commonwealth Human Rights Initiative

Global Peace Index

149 nations of the world have been ranked by their peacefulness and the results have stimulated some very interesting analysis. Discover the thermal maps, and download the Results Report and the Discussion Paper from Vision of Humanity.

Council of Europe Education Pack

'Rights and freedoms in practice - teaching resources' is a new education pack published by the Council of Europe. Designed for secondary school teachers, it makes both a theoretical and a practical contribution to classroom discussion of human rights with pupils aged 14 to 18.

It provides learners with vital information about the Strasbourg Organisation, the European Convention on Human Rights, the European Court of Human Rights and the way cases are dealt with. Nine worksheets - each focusing on a particular article of the Convention - illustrate the fundamental human rights that a democratic society should ensure.

Helped by their teachers, the pupils can use these teaching resources to analyse and discuss human rights, do exercises involving simplified case studies, familiarise themselves with legal issues, understand how the Court works and apply the knowledge acquired about human rights in Europe.

The pack is available on the Council of Europe website in English, French, German, Russian and Turkish

Printed copies can be ordered from: docrequest@coe.int

24 September 2012 -- The OSCE Office for Democratic Institutions and Human Rights (ODIHR) presented two new sets of guidelines on human rights education at the OSCE's annual Human Dimension Implementation Meeting in Warsaw on 24 September 2012.

The Guidelines on Human Rights Education for Law Enforcement Officials and the Guidelines on Human Rights Education for Secondary School Systems were produced to promote effective human rights education and to support OSCE participating States in the implementation of their human dimension commitments in this area.

"The Guidelines were developed in recognition of the key role law enforcement officials play in safeguarding human rights, as well as the importance of schools in helping young people better understand and defend their rights," said Snjezana Bokulic, the Head of ODIHR's Human Rights Department.

The publications offer guidance on developing curricula, enhancing the teaching and learning experience, preparing teachers and trainers, and evaluating the work done.

The Guidelines on Human Rights Education for Law Enforcement Officials are designed for decision-makers, police trainers, university lecturers, as well as for national human rights institutions and non-governmental organizations. The publication stresses that human rights should be an integral part of all training programmes for law enforcement officials, in such areas as investigation and arrest, the use of firearms and force and communication with the public.

The Guidelines on Human Rights Education for Secondary School Systems are intended for relevant programme designers, teachers, policymakers and other stakeholders.

The publications are available both online and in print.

OSCE Press release

A guide for schools around the world

For Amnesty International resource Becoming a Human Rights Friendly School: A guide for schools around the world see: http://amnesty.org/en/library/info/POL32/001/2012/en

The resource was developed to empower young people and promote the active participation of all members of the school community to integrate human rights values and principles into key areas of school life.

Illustrated throughout with case studies from the Human Rights Friendly Schools Network, the guide provides information and tools to plan, implement, monitor and evaluate a school's journey to becoming human rights friendly. It offers practical suggestions for schools around the world to make human rights a viable part of their curricula, teaching methodology and broader learning environment that has a lasting impact not just on students, but also on their wider communities.

A Human Rights Friendly School places human rights at the heart of the learning experience and makes human rights an integral part of everyday school life. From the way decisions are made in schools, to the way people treat each other, to the curriculum and extra-curricular activities on offer, right down to the very surroundings in which students are taught, the school becomes an exemplary model for human rights education.

Please also visit the Amnesty International webpage for more information about the Human Rights Friendly Schools project: http://www.amnesty.org/en/human-rights-education/projects-initiatives/rfsp

The Universal Human Rights Network

The Universal Rights Network site http://www.universalrights.net has been developed by Kim Gleeson.

It is a meeting place for the peoples of the word to share their stories of the importance of universal human rights and universal freedoms to us all. It contains the text of the Universal Declaration of Human rights, thousands of peoples stories, news, biographies of human rights heroes, student activities, model communication for reporting human rights violations and much more.

The Academic Network

The Academic Network was established to share information about the United Nations, on teaching and learning methodologies about the UN, cooperating on areas of pedagogical expertise in relation to UN studies, and ultimately enhancing and strengthening discourse on the UN in educational institutions.


view UNAA Academic Network Newsletter here.

Financial Support for HRE

You can apply for assistance for HRE activities to various funds and organizations. Here are a few links:

Democratic Audit of Australia

see Democratic Audit of Australia website here

This is a collaborative project hosted by the Institute for Social Research, Swinburne University of Technology. It summarises key legislative and other developments affecting the parliamentary democracy in Australia.

Key Racism Resources

It is undeniable that racism and racist views still exist in Australia today. For instance, the Annual Scanlon Foundation Surveys 'Mapping Social Cohesion' revealed that, in 2011, 14% of respondents reported experiencing discrimination on the basis of 'skin colour, ethnic origin or religion' over the previous 12 months. This was up from 10% in 2009.

These resources below have been drawn by Professor Andrew Jakubowicz and Dr Yin Paradies, and from FECCA's research. Please see also FECCA's key anti-racism strategy document FECCA Position Paper: Best Practice for Countering Racism in Australia - a Community Sector Perspective

External Links
National Research Resources Links
International Research Links