Part II Human rights education theory, principles and approach 5.2. FRAMEWORKS TO STRENGTHEN THE MULTI-METHOD APPROACH The Manual identifies three frameworks that contribute to strengthening the Multi-Method approach to human rights education: • the “4-A” framework • the human rights-based approach • the Learning Pyramid. 5.2.1. The “4-A” framework The late Katarina Tomaševski, former UN Special Rapporteur on the right to education (1998–2004), developed a set of four broad standards as a framework from which the realization of the right to education could be assessed. While the “4-A” standards were written as a “right to education” framework, they are usefully transferable to human rights education. • Availability: That human rights education is State-provided in the formal sector and provided by others in the non-formal sector; that there are skilled educators able to support education delivery. • Accessibility: That human rights education is non-discriminatory and accessible to all; that positive steps are taken to include the most marginalized. • Acceptability: That the content is relevant, non-discriminatory, culturally appropriate and of quality; that the education environment itself is safe and educators are professional. • Adaptability: That human rights education should evolve with the changing needs of society and contribute to challenging inequalities and that it can be adapted locally to suit specific contexts.89 Further work was undertaken through a national assessment of human rights in New Zealand, to identify indicators for each standard (see Figure 5.2). 89 For the purpose of this Manual, the meanings included in this chapter have been slightly adapted from the original. The original descriptors are available online at www.right-to-education.org/node/226. Chapter 5: A human rights education approach | 43