Part III Human rights education in practice 7.6. MONITORING PROGRESS Chapter 8 focuses on evaluation techniques; however, it is important to note that monitoring is also an essential part of the implementation process. Using a Logic Model in planning and design of an education programme or activity, generates a framework of outcomes and indicators. Time should be set aside during implementation to monitor whether progress is being made and to identify whether there are any risks to achieving the outcomes. If this process is undertaken effectively, it is most likely that it will result in some adjustment of the activity’s process and content. Documenting the monitoring conclusions is as important as documenting the final evaluation conclusions. It helps gather critical information that demonstrates the progress that has been made and contributes to the data for the final evaluation. The monitoring process will let the NHRI know: • what is working well, for whom and why • what is not working so well, for whom and why • what is being learned about how to improve progress • any changes that are needed. Information gained from the monitoring process enables the NHRI/educator to • report on the progress of an activity’s implementation and whether it is likely to reach the planned outcomes • identify changes that may be required to the activity design and implementation and the practice of the educator, in order to improve progress. 130 BRINGING THEM HOME130 To commemorate the 20th anniversary of the landmark Bringing them home report, in 2017 the Australian Human Rights Commission launched a new website and suite of education resources. Bringing them home was the name given to the final report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families. This inquiry was conducted by the AHRC, at the request of the Attorney-General, from 1995-1997. It was tasked with tracing the historical laws, policies and practices that resulted in the forced removal of Australia’s Indigenous peoples – Aboriginal and Torres Strait Islander peoples – from their families and communities. These people are referred to as the Stolen Generations. Over two years, the National Inquiry took oral and written testimony from over five hundred Aboriginal and Torres Strait Islander people across Australia, as well as from many other individuals and groups who were in some way connected to or affected by Australia’s history of forced removal. 130 Australian Human Rights Commission. Bringing them home: Stories of stolen generations. Available online at https://bth. humanrights.gov.au/. Chapter 7: Implementing human rights education | 71