Human Rights Education A Manual for National Human Rights Institutions KEY POINTS: CHAPTER 4 In order for human rights education to contribute to the realization of human rights, it must: • be relevant to the participants • involve partnerships and collaboration with appropriate individuals and groups • recognize that the participants are important contributors to the education activity and that the human rights educator is also a “learner” • deepen and strengthen the knowledge and experience of participants • combine action with reflection by building in processes of review and evaluation • focus on individual and societal empowerment and transformation. USEFUL RESOURCES Building Human Rights Communities: The experience of three indigenous peoples in the Philippines. Commissions on human rights of New Zealand and the Philippines (2011). Available online at https://nhri.ohchr.org/EN/ Themes/IndigenousPeoples/DocumentsPage/HRC_Building_Human_Rights_ Communities-%20PHIL-NZ%20joint%20project.pdf Facilitation Manual: A guide to using participatory methods for Human Rights Education (2014). Available online at www.amnesty.org/en/documents/ act35/020/2011/en/ and online at https://issuu.com/aihumanrightseducation/ docs/facilitation-manual Maranga Mai! Human Rights Community Development. Dr Jill Chrisp in the Australian New Community Quarterly (Vol. 9, No. 1); Autumn 2011 SPC Regional Rights Resources Team (2019), Sustaining campaign coalitions. Available online at https://rrrt.spc.int/resources/videos/sustaining-campaigncoalitions 38