Human Rights Education A Manual for National Human Rights Institutions Figure 6.2: A Logic Model103 SITUATION ANALYSIS An assessment of a human rights situation that provides information for planning, carrying out and evaluating a human rights education activity. INPUTS The resources required to carry out and evaluate a human rights education activity. OUTPUTS The type of human rights education activity carried out and the participants and stakeholders involved. OUTCOMES The results sought from the human rights activity against which the activity will be monitored and evaluated. The Logic Model guides each of the three stages of a human rights education activity: • During the design and planning stage, the human rights educator/NHRI reviews the current situation, agrees the desired outcomes, identifies the resources required (inputs) and develops the human rights education plan (outputs). • During the implementation stage, the human rights educator/NHRI carries out the human rights education plan and at specific times pauses to monitor whether the activity is progressing toward its outcomes. If it is not, necessary adjustments are made to the plan. • During the evaluation stage, the human rights educator/NHRI measures and reports on the achievement of the outcomes. A Logic Model can apply to many levels of human rights education activity; a national, community or organizational activity, a project plan, an hour-long workshop or an individual work plan. As long as it includes the key elements, a Logic Model can be constructed in any shape that works best for those involved and the resources available. For example, a Logic Model could be drawn on big sheets of paper, with sticky notes on a wall, on a computer screen or in some other form. However it is created, the Logic Model provides a framework for the life of the activity. 103 52 Resource videos available online at www.youtube.com/watch?v=SVXKkFGPSxE – Planning (2015).