•
demonstrate human rights principles of equality, human dignity, inclusion and nondiscrimination
•
prioritise the specific challenges and barriers faced by, and the needs and expectations
of, people who experience human rights violations because of the situations they live in or
how they identify
•
support those most disadvantaged to use human rights to take action, and those in power
to respect, promote and fulfil the rights of others.
•
encourage attitudinal and behavioural change toward human rights outcomes
•
be enriched by the diversity of participants
•
acknowledge lived experience through a human rights viewpoint
•
take into account wider national and international human rights circumstances, while
promoting local initiatives.
The human rights facilitator will:
•
use participatory methods, processes, tools and techniques throughout the planning,
implementation, monitoring and evaluation of a human rights activity / programme
•
encourage active participant engagement in the learning process
•
be participant-centred
•
act as a supporter of learning and as a co-learner, rather than a transmitter of knowledge,
by encouraging, advocating, listening, discussing, enabling, and ensuring respectful
learning environments
•
apply a gender lens and ensure gender equality across all processes of the human rights
activity / programme
•
manage differing viewpoints by working toward shared human rights outcomes
•
ensure relevance to the physical, emotional, social, intellectual, spiritual and cultural
contexts of participants
•
be innovative and adaptable to a wide range of environments
•
encourage critical thinking and problem solving
•
create a respectful and effective learning environment where human rights are
demonstrated
•
promote communication and dialogue among participants.
Refer Annex 1 of these Guidelines and to the AFN Competency Framework for Human Rights
Facilitators2 for a breakdown of facilitator abilities.
The Learning Pyramid below demonstrates that learning is accomplished through facilitated group
dialogue, advocating open-minded appreciation and inclusion of differences. It also shows that
learning by experience, rather than by absorbing information, such as listening to a lecture or
reading resource material, is the most ideal approach for changing behaviours.3
2
3
Insert the link here
Informed by the ‘10-20-70’ model
3