Part III Human rights education in practice As well as addressing disadvantage between and among genders when developing human rights education programmes, NHRIs will also needs to analyse the additional disadvantage within genders as a result of other intersectional identities – race, disability, age, socio economic status/class, caste, indigeneity, sexual orientation, rurality, migrant and refugee status. Disaggregated gender-based data will identify gaps/differences and inform planning. The gender analysis can provide good baseline information against which progress can be measured. What impact does the human rights education activity seek to have on the gender situation – Outcome/s? Outcomes indicate the desired change that would occur as a result of a human rights education activity. They define what the impact will be if the activity is successful and how that success will be measured. Outcomes are often developed with a long-term aim or vision in mind. This is the goal. In gender work, the overall goal is to achieve substantive gender equality. Substantive equality is multi-dimensional and includes redressing disadvantage, addressing stigma and stereotypes, acknowledging the structures of society that entrench disadvantage and enhancing agency and voice of those most disadvantaged due to their gender identity.150 The gender analysis will inform the specific outcomes anticipated as a result of the human rights education activity. This includes focused gender outcomes in a gender specialist activity or applying a gender mainstreaming approach to the outcomes of a non-gender specialist activity. Once the outcomes have been agreed, it is important to know whether and how well they are being achieved. One way to do this is by using indicators. Indicators are specific, observable and measurable pointers that will enable the NHRI to measure progress toward the outcome. Chapter 6, section 6.3.1 discusses in more depth how to develop good indicators, but it is important that: • gender specific components are included in the design of the monitoring and evaluation indicators and processes. • the gender specific components include the different identities within gender groupings What resources are required to reach the outcomes – Inputs?151 The most important resource for any human rights education activity is people; human rights educators, administrators, communications people, partners, participants and other experts. NHRIs in the Asia Pacific region have made a commitment to gender equality152 and it is anticipated that human rights educators and other personnel will have the knowledge and expertise to facilitate gender specific programmes and to gender mainstream all other education activities. If this is not the case, then external expertise should be sought and the NHRI should invest in ensuring its staff who understand gender mainstreaming and specialisation as approaches to achieve gender equality and can apply a gender perspective to human rights education. In any event, thought should be given to the gender balance amongst all those involved. When planning resources for a human rights education activity, consider the following: 150 Sandra Fredman and Beth Goldblatt (July 2015) Gender Equality and Human Rights, Discussion paper UN Women. No. 4. 151 Adapted from the APF Gender Mainstreaming Guidelines for Trainers and Developers of APF Training Material (July 2017). Available online at www.asiapacificforum.net/resources/apf-gender-mainstreaming-guidelines-trainers/. 152 APF Promoting gender equality. Available online at www.asiapacificforum.net/about/gender-equality/. Chapter 9: Human rights education and gender | 85