Human Rights Education A Manual for National Human Rights Institutions The concept of reproductive rights • Legal instruments and legal guarantees in national laws • International human rights instruments and standards • Reproductive rights from the viewpoint of Islam • Standards of reproductive health and the medical consequences of underage productivity • Role of reproductive rights in strengthening the family. A number of concrete proposals resulted from the discussions, including the need to amend national laws and policies to better promote and protect reproductive rights, especially for girls forced to enter early marriages and have children at a young age. Participants also highlighted the value of conducting similar workshops in all other provinces across Afghanistan, running educational and outreach programs to build greater awareness of reproductive rights, and establishing a fund to support a broad range of initiatives on reproductive rights. In addition, participants said they wanted to be advocates for change and share what they learned at the workshop with at least ten family members, friends or neighbours. The APF has also provided seed funding and training to support the National Human Rights Commission of Nepal run a public inquiry on gender-based violence in one province of the country. 9.3. APPLYING A GENDER LENS TO HUMAN RIGHTS EDUCATION 9.3.1. Planning and design149 The Logic Model, described in earlier chapters of the manual, is a useful tool when applying a gender lens across human rights education activities. Possible questions may include: 1. What is known about the current gender situation – Gender analysis? 2. What impact does the human rights education activity seek to have on the gender situation – Outcome/s? 3. What resources are required to reach the outcomes – Inputs? 4. What are the appropriate activities / strategies to use – Outputs? What is known about the current gender situation – Gender analysis? Before an NHRI is able to develop a programme or activity that contributes to gender equality, it needs to know about the current situation and its implications to women, girls and people of diverse gender identities. That is: • What are the specific circumstances for women and girls and those who identify as gender diverse? • How are they affected by the situation? • What human rights considerations related to gender equality should be taken into account? • Who is working in the area of human rights and gender and could be useful collaborators or partners? 149 84 Chapter 6 of this Manual discusses planning and designing an education activity in more detail.