Human Rights Education A Manual for National Human Rights Institutions Principle 2: Collaborative82 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 facilitation 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. The NIHR of Bahrain is introducing key human rights principles to 160 security personnel. The NSA Inspector General, Mohammed Rashed Al-Rumaihi, commended the efforts afforded by the NIHR in providing human rights training for security forces, reaffirming the significance of raising the awareness of law enforcement personnel in national, regional and international human rights mechanisms, in accordance with the principles stipulated in the constitution of the Kingdom of Bahrain, national legislation and regional and international human rights instruments. The program will focus on national human rights mechanisms, the Convention against Torture and Other Cruel, lnhuman or Degrading Treatment or Punishment and its Optional Protocol, in addition to UN treaty and charterbased human rights mechanisms. Further information is available at www.asiapacificforum.net/news/nihrlaunches-training-program-national-security-agency/. 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 82 36 SPC Regional Rights Resource Team (2019), Sustaining campaign coalitions. Available online at https://rrrt.spc.int/resources/ videos/sustaining-campaign-coalitions.