Part III Human rights education in practice OUTCOMES The results sought from the human rights activity against which the activity will be monitored and evaluated. Figure 6.2 indicates the sequence of the Logic Model. However, in practice, once the situation analysis is completed and before the activity can be planned (inputs and outputs), the human rights educator needs to know the outcomes that are anticipated as a result of the education activity. The outcomes element of the Logic Model is about identifying the impacts that are expected from the activity. In the planning stage, the human rights educator will develop what the activity will achieve and what measurable steps (indicators) need to be put in place to show what progress has been made. The definitions and language of goals, objectives and outcomes vary and can sometimes be conflicting and confusing. This Manual defines outcomes as the desired change or impact as a result of a human rights education activity. Outcomes-based planning is different from other planning in that it focuses on results and measuring those results. The focus is not on what the NHRI aims to do (objective) but what the NHRI is aiming to achieve (impact/outcome). Outcomes define what the impact will be if the human rights education strategy is successful. They also provide a benchmark against which that success will be measured. Outcomes are often developed with a long-term aim or vision in mind. This is the goal. Goals are broad, brief statements that create the vision that inspires the activity. While goals are not generally achieved, they provide the framework for setting the outcomes and around which strategies or activities can be organized. If the overriding human rights goal is “the achievement of human rights for all”, then the overall human rights education goal could be “the development of essential knowledge, skills, attitudes and behaviours that enable and motivate individuals, groups, communities, and nations to contribute to making human rights a reality for all”. As discussed in Chapter 2, human rights education has three clusters of goals. It aims to provide experiences where participants learn about human rights, learn through human rights and learn for human rights.106 Based on these goals, it is the task of the human rights educator to develop clear outcomes for each activity or programme of activities. Ideally, this happens in collaboration with the participant and stakeholder groups. Examples of goals from human rights education activities undertaken by NHRIs in the Asia Pacific region include: • The capacity of human rights defenders primarily working at district levels is increased; National Human Rights Commission of Nepal107 • A human rights culture in general, and the rights of the child in particular, is promoted in Qatari schools; National Human Rights Committee of Qatar108 • The ability of Disabled Persons Organizations and government representatives in the Pacific to progress disability issues is increased; Australian Human Rights Commission.109 106 United Nations Declaration on Human Rights Education and Training; article 2.2. 107 Course of instruction for human rights defenders; National Human Rights Commission of Nepal; January 2012. 108 Human rights education programme in schools; Qatar National Human Rights Committee; 2012. 109 Building capacity and knowledge of Disabled Persons Organizations and government representatives in the Pacific to progress disability issues: Activity report; Australian Human Rights Commission; 2012. Chapter 6: Planning and designing human rights education | 55