Part III Human rights education in practice The first training course was held in 2015 for staff members of APF members in South Asia, with members from Afghanistan, Bangladesh, India, Nepal, Maldives and Sri Lanka participated. As a result of the training course, participants developed project plans to be implemented nationally, of which APF was able to fund two of the projects, Afghanistan and Nepal. Subsequently, APF has delivered this training nationally for the staff of the Philippines Commission on Human Rights in 2017 and for the senior and middle management staff of National Human Rights Commission of India in 2018. In 2019, the APF conducted a national training workshop for the staff of the Provedor for Human Rights and justice (PDHJ) of Timor Leste. The workshop included activities and discussions designed to provide participants with skills and knowledge to promote and protect women’s and girls’ human rights and address sex discrimination and gender inequality through the organisation’s functions and mandate. And it also used practical exercises that helped participants develop their skills and competencies to apply and integrate gender analysis within their work and to undertake specialised projects for promoting gender equality. One of the main expected outcomes of the training workshop was the development of an internal gender mainstreaming policy and strategy by the PDHJ. KEY POINTS: CHAPTER 9 • Human rights education is a significant tool for NHRIs in their efforts to promote and advocate for gender equality. Human rights education: – disseminates essential knowledge and awareness of human rights as it relates to gender – builds the capability of people to apply this knowledge to their own values, attitudes, behaviours and contexts and to develop strategies to prevent and address gender-based violations – motivates people to take action toward gender equality. • Gender mainstreaming human rights education involves developing a variety of methods and tools to ensure that the activity is appropriate for, and reflects, the identities of people in addition to their gender. • The Logic Model is a useful tool when applying a gender lens across human rights education activities. It provides: – information about the current gender situation – Gender analysis. – the impact sought on the gender situation – Outcome/s leading toward gender equality. – the resources required to reach the outcomes – Inputs. – the appropriate activities / strategies to use – Outputs. • The NHRI should ensure its staff understand gender mainstreaming and gender specialisation as approaches to achieve gender equality and can apply a gender perspective to human rights education. Chapter 9: Human rights education and gender | 89