Human Rights Education A Manual for National Human Rights Institutions Who has an interest in the human rights issue or focus – the stakeholders? Who are the other actors? Who else is involved in addressing this human rights issue? Who would be useful to engage as partners? What type of human rights activity would be most relevant to the issue and the participants? The answers to these questions will provide the educator with baseline data about the situation prior to the education activity taking place. It will give information that can be used to plan what is to be achieved (the outcomes) and how to achieve that (the type of activity to be designed and the audience/participant group that will be involved). The information from the situation analysis will provide a benchmark against which the effectiveness of the activity can be monitored and evaluated. There are various ways that the situation analysis can occur. Ideally, participants and other stakeholders will be involved in the assessment. This ensures that it is participant-centred; that it is about the participants, not the educator. Effective human rights education is carried out with others, not to others. The greater the shared understanding of the human rights issues, and the greater the desire and ability to address them, the greater the likelihood of bringing about positive change. It is not always possible or practical to fully involve participants and other stakeholders in the situation analysis, particularly if the activity is short and non-intensive. The amount of resources and the time involved in this step will also vary according to the size and complexity of the activity. The challenge for the human rights educator is to create ways and processes that involve participants and other stakeholders as much as possible. It may mean an email or phone exchange with someone who can provide the information, or it may mean more intensive engagement and research through focus groups, community meetings, reading reports and so on. ADVISORY COUNCIL To assist with the promoting and protecting of human rights in Samoa, the Office of the Ombudsman/NHRI Samoa has an Advisory Council established pursuant to section 39 of the Ombudsman (Komesina o Sulufaiga) Act 2013, is composed of a body of knowledgeable individuals, which is reflective of diverse constituent groups in Samoan society, to ensure individuals are fairly heard and represented. In addition to geographical and affiliation considerations, the NHRI Samoa ensures that there is gender balance. Some of the key functions of the Council include assisting the Office in enlarging its knowledge and awareness of human rights issues in Samoa (which informs the Office of areas where gender issues lie); and in the promotion of awareness, appreciation and protection of human rights in Samoa (where there is emphasis on advocating for gender equality and discussion issues on gender participation and others.) 54