Human Rights Education A Manual for National Human Rights Institutions Competency Performance indicators Technical and professional practice competencies Ability to: • apply a human rights-based approach to human rights education • plan, implement, monitor and evaluate context-appropriate human rights education programmes across diverse settings • use a broad range of human rights education methods and tools, • apply a gender lens to, and promote gender equality through, all stages of a human rights activity • recognise the diverse individual, country and region-specific cultural backgrounds, values, beliefs and identities of participants and their contexts and facilitate an activity accordingly. 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. 3.2.3. Adequate human rights education resources The third basic requirement of an NHRI in order to provide an effective human rights education programme is adequate resourcing. The most important resource is its people – its human rights educators. Each NHRI has a responsibility to commit budget and human resourcing to ensure that its promotion mandate can be met. Most NHRIs in the Asia Pacific region have a team with dedicated education staff. Some also ensure that a level of education capability is included in other operational areas, such as complaints and investigations and policy development. 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 NHRI’s 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. 24