Part III Human rights education in practice 6.3.2. What human rights activity will be carried out? The range of human rights education activities that are possible is endless. Most activities are enhanced, or limited, by the creativity of the educator. Unfortunately, human rights education can become “templated”, where the same education content or process is used for everyone. It is particularly tempting for an educator who has run an excellent workshop, given a powerful speech or developed an effective resource to use the same approach again and again. Finding adequate time to plan and design can be difficult. However, it is surprising how effective an activity can become when the educator takes time to develop ideas and trusts others, particularly participants and stakeholders, to contribute to the process. The first step in designing the education activity is to decide the appropriate method, or group of methods, that will most effectively address the human rights issue. The Multi-Method approach, in Chapter 5, outlines six different ways of carrying out a human rights education activity: information sharing, training, facilitation, relationship management, advocacy for human rights and community development. The next step is to decide the type of activity that will be used; for example, writing a media release, organizing a campaign, running a blended learning course, establishing a network, working with a community to build its human rights capacity or giving a presentation. Appendix 2 provides a guide to selecting the most relevant method and activity. Once the overall method and the type of human rights education activity have been selected, there are other matters to plan. Content This is what the activity will include; its subject matter. To develop this content the human rights educator will need to consider: • what the activity is seeking to achieve • who the participants and stakeholders are, such as children, women, members of a religious minority group, indigenous leaders, people with disabilities, community members involved in post-conflict reconstruction or government officials • the prior knowledge and abilities of the participants • time and resource allocation. OBJECTIVES INCLUDED IN THE COURSE OF INSTRUCTION FOR HUMAN RIGHTS DEFENDERS, NATIONAL HUMAN RIGHTS COMMISSION OF NEPAL The National Human Rights Commission has developed a course of instruction to support human rights defenders working at the grass-roots level in Nepal. The course is divided into three parts. The first part aims to train defenders in defending human rights in general. The second part aims to support defenders to defend the rights of particular groups of people, such as women, children, minority and disadvantaged groups. The third part focuses on practical learning in the field. Chapter 6: Planning and designing human rights education | 61