• demonstrate human rights principles of equality, human dignity, inclusion and nondiscrimination • prioritise the specific challenges and barriers faced by, and the needs and expectations of, people who experience human rights violations because of the situations they live in or how they identify • support those most disadvantaged to use human rights to take action, and those in power to respect, promote and fulfil the rights of others. • encourage attitudinal and behavioural change toward human rights outcomes • be enriched by the diversity of participants • acknowledge lived experience through a human rights viewpoint • take into account wider national and international human rights circumstances, while promoting local initiatives. The human rights facilitator will: • use participatory methods, processes, tools and techniques throughout the planning, implementation, monitoring and evaluation of a human rights activity / programme • encourage active participant engagement in the learning process • be participant-centred • act as a supporter of learning and as a co-learner, rather than a transmitter of knowledge, by encouraging, advocating, listening, discussing, enabling, and ensuring respectful learning environments • apply a gender lens and ensure gender equality across all processes of the human rights activity / programme • manage differing viewpoints by working toward shared human rights outcomes • ensure relevance to the physical, emotional, social, intellectual, spiritual and cultural contexts of participants • be innovative and adaptable to a wide range of environments • encourage critical thinking and problem solving • create a respectful and effective learning environment where human rights are demonstrated • promote communication and dialogue among participants. Refer Annex 1 of these Guidelines and to the AFN Competency Framework for Human Rights Facilitators2 for a breakdown of facilitator abilities. The Learning Pyramid below demonstrates that learning is accomplished through facilitated group dialogue, advocating open-minded appreciation and inclusion of differences. It also shows that learning by experience, rather than by absorbing information, such as listening to a lecture or reading resource material, is the most ideal approach for changing behaviours.3 2 3 Insert the link here Informed by the ‘10-20-70’ model 3