Human Rights Education A Manual for National Human Rights Institutions INPUTS The resources required to carry out and evaluate a human rights education activity. The inputs element of a Logic Model explores what the NHRI needs to contribute by way of personnel and other resources to carry out the human rights education activity. The most important resource for any human rights education activity is people; human rights educators, administrators, communications people, partners, participants and other experts. The situation analysis will have identified the capacities and strengths that are available in an individual, community or organization and those with whom collaboration would be beneficial to guide, support, contribute to or partner the activity. Making time to engage with others, to listen to their views and to take their views into account significantly improves the strength and quality of these relationships, which in turn impacts positively on the development of the education activity and the achievement of outcomes. Other resource considerations include: • financial resources • support systems, including administration, language (for example, translations, sign language and plain language) and interpreters • research and information • materials, equipment, technologies and resources to ensure access for people with disabilities • time • environmental requirements, such as an accessible venue, childcare, refreshments and work spaces • communications. Human rights education is carried out in many environments, particularly when, as is ideal with most models of human rights education, the educator is prepared to go to where the participants are located. It is up to the educator to be creative with the resources available. The activity may be controlled by existing resources or it may be necessary to gain additional resources through funding applications or by attracting resources from partners or stakeholders. As NHRIs have education and promotion as a key mandate, adequate internal resources should be available for at least a basic level of human rights education programming. If there are limited resources, it may be necessary to seek donor support or to modify the activity and its expectations. OUTPUTS The type of human rights education activity carried out and the participants and stakeholders involved. The outputs element of a Logic Model identifies what will be produced that will ensure the outcome is reached. This the human rights education programme or activity. The planning and design stage involves deciding what type of activity will be used (the methods and tools) and identifying who will be involved. It uses information that has been gathered through the situation analysis. 60