Part II Human rights education theory, principles and approach Chapter 5: A human rights education approach 86 KEY QUESTIONS • What is the responsibility of NHRIs when deciding the most appropriate human rights education approach? • How can human rights education planning, implementation and evaluation respond to diverse participants, contexts and purposes? • What are some of the frameworks that can strengthen a human rights education approach? Tell me, I forget. Show me, I might remember. Let me do it, and it is mine forever86 This chapter introduces an approach to human rights education that has been developed to meet multiple situations, needs, strengths and outcomes. It is built on the concepts and principles of the previous chapter and uses three frameworks – the human rights-based approach, the “4-A” framework and the Learning Pyramid – as guides for strengthening the approach. 5.1. THE MULTI-METHOD APPROACH TO HUMAN RIGHTS EDUCATION87 The Multi-Method approach encourages NHRIs to use the full range of methods available to them and to develop effective practice in each. It combines human rights standards with education theories and principles to produce a framework to guide the planning, design and implementation of a human rights education activity. The Multi-Method approach complements the various other functions of NHRIs and, at times, merges with them. This approach is designed to touch heart, head and hands, which is core to full engagement, learning and behaviour change. It takes into account the levels of human rights education, beginning from what matters to participants’ beliefs, values and contexts (heart), building knowledge (head) and encouraging action (hands). The approach also recognizes the role of, and obligation on, NHRIs to: • strengthen the ability of rights holders to claim their rights • sensitize duty bearers to human rights issues and their obligations to respect, protect and fulfil human rights. 86 Anon. 87 This approach has been adapted from the work of the New Zealand Human Rights Commission. Chapter 5: A human rights education approach | 39