Part III Human rights education in practice Outcomes-based planning is different from other planning in that it focuses on results and impacts and how to measure those results. The focus is not on what the human rights educator is going to do (activity) but what they are aiming to achieve (impact/outcome). 6.3. USING THE LOGIC MODEL TO PLAN AND DESIGN AN EDUCATION ACTIVITY104 During the design and planning stage, the Logic Model helps identify what the human rights activity is trying to achieve and how it should be done. It identifies the resources, the participants and the potential collaborators. It also identifies the methods and tools that will best achieve the outcomes and the processes for monitoring and evaluation. In its simplest form a logic model is like a road map. It helps you understand: • where are you now And then helps you plan: • where you are going • how you will get there • what will show that you have arrived. SITUATION ANALYSIS An assessment of a human rights situation that provides information for planning, carrying out and evaluating a human rights education activity. The situation analysis105 element of a Logic Model assesses the context of a particular human rights issue or activity. It gathers background information that enables the NHRI to fully understand the current state – to identify needs, strengths, barriers and supports. It builds knowledge of the context in which the activity will be implemented. A situation analysis may ask questions, such as those below. What is the human rights issue or focus that is to be addressed by the activity? What are the external factors that impact on the human rights issue or focus? What are the human rights priorities in this situation? Who are the rights holders, duty bearers and influencers in relation to the human rights issue or focus? Who should be involved in the human rights education activity – the participants? What are characteristics of the participant group – their roles, experiences, prior knowledge, potential barriers, constraints and contributions? What are the expectations, needs and strengths of the stakeholder group? What are the expectations, needs and strengths of the participant group? 104 A Logic Model checklist is available at Appendix 3. It provides a list of points to consider when using the Logic Model to plan and design a human rights education activity. 105 This can also be called “scoping” or “needs assessment”. Chapter 6: Planning and designing human rights education | 53