Part III Human rights education in practice Monitoring and evaluation plan This is about knowing whether the activity has made progress toward its outcomes. Developing a monitoring and evaluation plan is an important part of the design stage of an activity. It will be guided by the outcomes and the indicators of the activity. It will involve methods and tools appropriate to the content and process.113 APF is supporting national human rights institutions in the region to use digital storytelling as a tool to engage the community on pressing human rights issues and to advocate for changes that can make a meaningful difference in people’s lives.114 In 2019, APF and the NHRIs of Kazakhstan, Malaysia, Mongolia, Nepal and Samoa undertook a digital storytelling project covering themes such as: • Helping children understand their rights (Samoa) • The right to practice their religion for people with disabilities (Malaysia) • Promoting and protecting the rights of older people (Nepal) • The rights of people with and children with disabilities in care (Kazakhstan) • Access to safe drinking water for herder families and their stock (Mongolia) 6.3.3. Who will the activity work with? 114 There are three groups who could be involved in a human rights education activity: • rights holders; those most vulnerable to human rights violations • duty bearers; those most able to defend or violate others’ rights • influencers; those most able to influence other’s opinions and actions.115 Participants are those who take part in an activity. They may be active participants contributing to the thinking, knowledge and decision making (as members of a project team, those in a community meeting or a workshop or participants in an online discussion) or they may be non-active participants taking in information without asserting any influence over it (such as readers of a newsletter, attendees at a presentation or watchers of a demonstration). Participants are also stakeholders. Stakeholders are those who have an investment in an activity. They may impact on it or be impacted by it, such as the local authority in an area where an education activity is taking place or factory workers whose conditions may change as a result of employer education. Stakeholders may or may not be participants in the education activity. However the participant group is identified, this Manual cannot emphasize enough the importance of their involvement in the planning, implementation and evaluation of the activity. It is: “Nothing about us, without us”. 113 Further information on monitoring and evaluation is provided in Chapter 8. 114 APF (2019). Using Digital stories to advocate for human rights. Available online at www.asiapacificforum.net/news/using-digitalstories-advocate-human-rights/. 115 These three groups are discussed in Chapter 2. Chapter 6: Planning and designing human rights education | 63