Human Rights Education A Manual for National Human Rights Institutions The Multi-Method approach uses the human rights education concepts and principles in Chapter 4 and 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. NHRIs and human rights educators may identify other approaches that they also use. 5.1.1. Information sharing: Passing on human rights information Information sharing includes giving out information about human rights to individuals, groups and communities of focus, as well as informing the NHRI about human rights matters affecting individuals, groups and communities of focus. The human rights educator has a “communication” role, distilling human rights information and distributing it in a way that it is most effectively received by the intended audience. 5.1.2. Training: Imparting human rights skills and knowledge Training focuses on ensuring that people are able to reiterate human rights information and demonstrate how to act in a human rights “manner”. It is based on a prescribed set of learning outcomes. The human rights educator has a “teacher” role, developing appropriate methods and experiences that most effectively teach people human rights content and skills. The Malaysian Human Rights Commission (SUHAKAM) worked with 30 to 50 immigration officers to train them on how to assist smuggled persons and victims of trafficking. They were equipped with skills in interviewing, communicating and counselling. It was hoped that these skills would enable them to differentiate between victims of trafficking and those who entered the country illegally, said SUHAKAM Chairperson Tan Sri Hasmy Agam. He said training was necessary if the Government intended to incorporate the smuggling of migrants in amendments to the Anti-Trafficking Act 2007. SUHAKAM also launched a pamphlet on anti-trafficking in persons, available in English and Bahasa Malaysia, which aimed to build awareness of trafficking in persons to the public, potential victims and victims. Hasmy said the pamphlet would be translated into various Asian languages and distributed to NGOs in Malaysia and ASEAN countries, foreign embassies, government departments, airports and courthouses. More information is available at www.asiapacificforum.net/news/malaysiasuhakam-to-train-officials-on-human-trafficking/. 5.1.3. Human Rights Facilitation: Strengthening and supporting others to take action to improve human rights conditions Facilitation is process-based and content-based. In the Multi-Method approach, “facilitation” aims at encouraging learners to evaluate their own experiences and, through personal and group empowerment, contribute to the realization of human rights in their worlds. The human rights educator has a “facilitator” role, developing processes that enable people to identify human rights issues that impact on them and on others, and to find ways of addressing those issues. There are similarities between human rights education principles and facilitation, in that facilitation, like human rights education, is participatory, is relevant to participants and is probing as facilitators encourage 40