Human Rights Education A Manual for National Human Rights Institutions Is there a gender balance among facilitators and others involved in the activity? Do staff understand gender mainstreaming as a process to achieve gender equality and can apply a gender perspective to human rights education. Has research and other information used for the human rights education activity been reviewed to prevent gender bias and stereotypes and positive portrayal of all genders? Have promotional materials, case studies, and participant/staff actions been checked for gendered stereotypes? Is gender specific content required / included? Has a gender assessment of the funding proposal/ program budget and resource allocations been undertaken? Have barriers to participation on basis of gender been considered and procedures put in place to enable all to participate? Are environmental conditions, whether physical or virtual, accessible and safe? How is the environment structured to address any gender inequalities? What are the appropriate activities/strategies to use – Outputs? Once the gender analysis has been completed, the outcomes developed and the personnel and other resources identified, then it is time in the planning and design process to decide what type of activity/ strategy is most appropriate to reach the outcomes. Chapter 6 discusses this more generally, but as it relates to applying a gender lens to this developing human rights education activities and strategies, consider the following: 86 Do methods, activities and content developed address issues identified during the gender analysis process? Are there mechanisms in place to monitor gender balance and opportunities available to address issues if they arise? Have women and people of diverse genders identities been involved in the planning, implementation, monitoring and evaluation of the activity? Does there need to be specific gender design features built in to maximise participation? Will the human rights education activity perpetuate or reinforce any gender discrimination, inequality or negative gender stereotypes, through its content, methodology and processes? How are safety issues regarding sexual harassment and gender-based violence in the education environment been addressed? Are these outlined in the beginning of the activity? What strategies are used to ensure a gender balance among participants? Are there additional areas of inequalities among the participants? Are ‘gender equity’ and ‘prevention of violence against women’ messages included in the programme where appropriate?