Part Six:

Next Steps

This part contains:

* Building a Human Rights Education Network

* Organizing a Human Rights Education Workshop

* Example of a Human Rights Education Workshop

* Evaluating your Human Rights Education Workshop

* Useful Organizations

* Possible Funders

* Useful Books

" We didn't think so many people would be so interested. "

Hungarian Workshop Organizer

Building a Human Rights Education Network

Why build a network?

Efficiency: In your country, there will be many people who are already interested in introducing human rights in their teaching, or who have an official responsibility for this. If you identify these people you can share information, plan together, and act together, which saves a lot of time and energy.

Pressure: If your country has recognized international documents such as the Universal Declaration of Human Rights, officials are obliged to act to further human rights. Acting as a network can make it easier to persuade officials to support your Human Rights Education work. For example, by giving teachers paid leave to attend training. In some countries, officials have also provided money and space for workshops.

Materials: In some countries, such as Romania and Albania, networks have created Human Rights Education materials of their own, as well as translating and adapting foreign materials. These networks have also organized the testing of materials in the classroom, and their distribution to teachers.

Advice from other networks: Organizations in your country which campaign for the rights of women, minorities, children, disabled people and other groups, can give new networks advice based on their experience.

Foreign contacts: Teachers, students, university staff and people in other countries will probably be more interested in contact with a network than with individuals or single schools. This is because contact through a network is more efficient in terms of time, money and energy.

Access to funds: For the same reason, a network is more likely to be able to access funds. Grant-making bodies prefer to give money to a group of individuals who will have the energy to complete a project, than to an individual. If the network includes groups of people who are working on different aspects of the same thing, then a joint project and a joint application for funds will be possible. For example, a group of teachers in one town might be able to do the organisation for a teacher-training by trainers from another town. Both groups would benefit from this co-operation.

The following questions may help you to start a network:

* If a network does not already exist in your area, you could start by asking yourself these questions. Are there people with experience or interest in Human Rights Education in your country? Who do you know or already have contact with? Where? Here are some ideas of people you might want to contact:

Do you have contacts in schools?:

Pre-school, primary, secondary teachers

Students, parents

Head teachers

Psychologists, social workers, pedagogues, other staff

Do you have contacts in Educational Institutions?:

Adult educators, researchers in education, librarians

University staff, teacher trainers

Do you have contacts in Educational Authorities?:

Policy makers, evaluators

Do you have contacts in Non-Governmental Organizations (NGOs)?:

In your country? In the region? Abroad?

(Non-Governmental Organizations are groups of people, often volunteers, who are working to change something in their society by peaceful means)

Do you have contacts in the local community, the media?

In radio/ TV/ newspapers

Youth Clubs, Religious organizations

Local Authorities, Trade Unions, Professional Organizations

* How can you best use these contacts? What are your priorities? For example:

- Which people are most useful to have contacts with?

- How many people do you have the time, energy and resources to contact?

- Is it best to concentrate on making existing contacts stronger?

- Is it necessary to concentrate on people whose support you need but don't yet have, such as education authorities?

* Is it possible or necessary to try to stimulate institutions where you do not know anybody interested in Human Rights Education? For example, in a school where you don't know anyone?

* Is it possible or necessary for someone to collect information about Human Rights Education initiatives in a central place? Who? How? For example, someone could keep materials in a special room at a school where they will be available to everyone in the network.

Organizing a Human Rights Education Workshop

By "workshop", we mean a practical training session where trainers and participants work together using participative learning methods like those in this manual to improve their skills, knowledge, and attitudes about human rights and how to introduce them into the school.

Organizing a workshop on Human Rights Education may seem to be a difficult job. However, good planning before the workshop can avoid problems. Even so, no workshop is perfect, and problems will occur, but these should be considered as practical lessons which will help you to do better next time!

How long will it take? Before you do anything, make sure to have enough time, especially if this is your first workshop. If you want to organize a short workshop (one or two days) with one or two trainers you will need at least six or eight weeks to organize it. The more trainers and the longer the workshop, the more time you need. It is always better to have time left over than not enough!

What do I want the workshop to achieve? Think hard about this question. It will save a lot of time and energy if your aims are clear and understood by the training team, the organizers, and the participants.

Who will participate? For example, if they will be teachers, what age group will they be teaching, do they have experience of Human Rights Education, participative teaching methodology, or workshops. Where will they come from, how will they travel to the workshop, who will pay the travel costs? Are there other groups who could also benefit by participating? For example, students, representatives from local educational authorities, school inspectors, or principals. It can be useful to make invite important people such as principals - it makes them much more likely to support the teachers when they later try to apply what they have learnt in their own schools.

What do they need to learn, and how? For example, will there be theoretical presentations or development of practical teaching skills, such as roleplay and brainstorming. What subjects do they teach? Do you expect them to fit Human Rights Education into their existing timetable, or teach it after school? What are the specific human rights problems which they or their students face in their local area?

Who can help them to develop these skills? Will trainers come from abroad? Local trainers are cheaper, don't need translation, are easier to organize, and know more about the situation in your country. How many trainers will you need? It is easiest for a small group of trainers to design a workshop and communicate with each other. However, there need to be enough trainers so that they can take breaks, and so that participants don't get bored with the same person! Generally, the longer the workshop, the more trainers you need.

It is very important that the trainers work as a non-hierarchical team in planning, carrying out, and evaluating the workshop. Although some trainers might have more workshop experience, others might have equally valuable skills, such as a better understanding of the local situation. The training team should remember that they are "modelling" a democratic style of teaching which can be as important a lesson for the participants as the content of the workshop. A bossy "expert" can easily contradict with his or her body language the verbal message of equality and human rights.

How many participants and trainers? Having more than twenty-five participants makes communication and active participation difficult. However, larger groups can be split up for some activities. For example, two trainers could manage two groups of 8-10 people. To have too few participants can be wasteful of time, energy and money.

How long will it last? Usually no longer than three or four days consecutively, because participative learning is very tiring. Make enough breaks for participants and trainers to rest, but don't make them too long or time meant for activities will be wasted.

When is the best time? This depends mostly on participants and trainers. Can they take time off from work and family obligations? Some times are better than others. For example, the end of the school year may be bad for teachers who have more work at that time, but the Spring or Summer breaks might be ideal. If teachers have to take time off from school, it is a good idea to talk to the local educational authorities to try to persuade them to allow this.

What will need to be organized? Be realistic. It is much better to share responsibility than to have to do everything yourself. You may need to organize:

Accommodation for trainers and participants.

* Workshop space with chairs which can be moved around. Also paper and pens. Enough space, light and privacy are very important. Special equipment, for example, audio-visual, or materials for participative exercises. Remember to check the equipment before the workshop to see if it works! (A note about using modern technology: although technology can make your training exciting and effective, it also breaks down, and can be a distraction. Only use special equipment if it will enhance the workshop.)

* Money. You might need to pay for accommodation, workshop space, travel, food, preparation of materials, interpreters and so on. Will the costs be covered by education authorities, private companies, foundations, participants? Plan your costs at the start. Don't underestimate.

* Communication with participants, trainers and funders. Participants need invitation letters with a deadline for applications. They might need the program or some materials in advance. Trainers need to meet in advance or communicate through letters, phone or fax to plan the workshop and decide who will do what.

Funders will want to know when to send the money, and how it will be spent.

* How to build on the workshop? After the workshop, you will probably want to build on the contacts which you made and the skills which you learnt. You could:

- Ask the workshop participants for their suggestions, comments and criticisms about the workshop. An anonymous questionnaire might help, with questions such as "What was the most/least useful part of the workshop?".

- Share addresses so that participants can exchange information, support each other, and discuss their experiences.

- Start a newsletter with ideas, experiences, information...

- Organize follow-up workshops with more detail about the subjects which participants found most useful.

Example of a Human Rights Education Workshop

This three-day workshop is a combination of several Amnesty International Human Rights Education workshops which took place in Central and Eastern Europe in 1995 and 1996. Note that there is a mixture of practical activities, mini-lectures, and discussions. The activities are explained in full in other parts of this manual. The mini-lectures are based on the information in Part One of this manual. Times for each part of the agenda are approximate, but each day is about seven hours long.

This workshop in kit form can be used with a group of teachers or interested people anywhere in Central and Eastern Europe, but it will hopefully also be a start for your own ideas - you know best what is appropriate for your own specific needs.

(Parts of this agenda are based on a model workshop designed by Nancy Flowers and Ellen Moore)

Day 1An Introduction to Human Rights

* Arrival of participants (15 minutes)

Hand out materials (parts one, two and five of this manual might be useful here) and name-badges (a piece of paper and a pin will do)

* Introductions (15 minutes)

Introduce the host organization, and any co-operating partners

* Warm-up (15 minutes)

Everyone (including trainers) introduce themselves (You can use the basic part of "The Name Game" from page 80)

* Remarks (10 minutes)

Introduce the agenda and the methodology. Explain that the agenda might change, depending upon what the participants say in the daily evaluations (for more about evaluating your workshop see page 183)

* Expectations (20 minutes)

Ask participants "What are your hopes and expectations for this course?" If necessary, they can write private thoughts before sharing their expectations with the group. Write up the expectations on a large piece of paper and save them for the last day. If some participants have expectations which will not be met by the workshop, note this. If possible, meet with these participants in a break to discuss how they can find out about the things in which they are interested.

* Break (30 minutes)

* Mini-lecture (15 minutes)

"What are Human Rights?" (see page 2)

* The Imaginary Country (60 - 75 minutes)

Activity in which participants design a human rights document for a new country (see page 96)

* Lunch (90 minutes)

* Mini-lecture (15 minutes)

"What is Human Rights Education?" (see page 5)

* Animated video of the UDHR and discussion (45 minutes) (see page 200)

* Rights in the News (60 minutes)

Participants use local newspapers and magazines to find examples of rights exercised, rights violated, rights protected, and rights in conflict. (see page 99)

* Break (30 minutes)

* Personal notes (15 minutes)

Ask participants to prepare for the rest of the course by privately writing their own answers to these questions:

"What do you think are the main rights issues in your country today? Especially think of situations where peoples' rights conflict." "How are they dealt with?" How could they be resolved? Is resolution possible?

* Evaluation (15 minutes)

Explain that evaluation is important because it helps the trainers to tailor the workshop to participants' needs. Ask the participants to write anonymously their answers to the following questions: "What did you like best about today? What did you like least? What changes would you make?" Collect their answers. Allow time for the training team to look at them in the evening. If possible, make changes to the agenda to suit participants (for more about evaluating your workshop see page 183).

Day 2 The Rights of the Child

* Warm-up (15 minutes)

Active listening (see page 106)

* Feedback (15 minutes)

Trainers summarise previous days' evaluation and any changes to the agenda.

* "What protection and rights are especially needed by children ?" (15 minutes) Using the rules on brainstorming (see page 27) ask participants this question.

* Mini-lecture (15 minutes)

"The Convention on the Rights of the Child" followed by questions (see page 166). If there is time, small groups can list the articles of the Convention on the Rights of the Child that are or are not provided for children in your country.

* Wheel Rights (60 minutes)

Adapt the activity on page 122 so that participants think of a time when they "stood up" for their rights as a child.

* Break (30 minutes)

* Teaching methods "Carousel" (first 60 minutes)

Participants split into four groups. Each group visits each of the four corners of the room in turn. In each corner, a different trainer demonstrates a different activity. The trainers do not move, so each trainer demonstrates the same activity four times to four different groups. Each demonstration lasts thirty minutes - twenty-five minutes for the demonstration and five minutes for participants to identify the skills, attitudes, knowledge and methodology used in the activity (see page 5). The "carousel" is a good way to demonstrate several activities quickly.

Any four short activities can be used, for example:

1. Advantages / disadvantages (see page 137)

2. The Calendar Game (see page 77)

3. Conflict Webs (see page 89)

4. Know Your Apple (see page 81)

Note: These four activities range from 30 minutes to 60 minutes in length. For the "Carousel" they all need to be 30 minutes. This can be achieved by using only the basic part of each activity. If after 30 minutes the activity is not finished and it is time to change groups, quickly explain the rest of the activity to the participants. Do not delay the "Carousel".

* Lunch (90 minutes)

(this can be taken in the middle of the "Carousel" - when each group has experienced two activities and still has two more to go.)

* Continuation of teaching methods "Carousel" (second 60 minutes)

* Break (30 minutes)

* Mini-lecture (30 minutes)

"How to design your own human rights teaching activities" (see page 38)

* Evaluation of day's work (15 minutes)

Day 3 Taking Human Rights Education Home

* Warm-up (30 minutes)

"Quick Quiz" from page 46.

* Feedback (15 minutes)

Trainers summarise previous day's evaluation and any changes to the agenda

* Mini-lecture (15 minutes)

"Human Rights Education and our country's National Curriculum"

* "How can human rights be part of the curriculum?" (30 minutes)

Using the rules on brainstorming (see page 27) ask participants this question. For more about fitting human rights into the curriculum, see page 20.

* Personal notes (15 minutes)

Ask participants to privately write their own answers to the questions: "How could you personally introduce Human Rights Education into your classroom, school, or community? Would it really make a difference?"

* Designing our own activities (90 minutes)

With participants, make a quick list of the human rights issues about which they would most like to teach. Ask participants to work alone or in small groups to create Human Rights Education lessons on these issues that could be used in their own educational situation. If necessary, help participants by summarizing the mini-lecture "How to design your own human rights teaching activities" from Day 2. (Participants can take a break during this period as and when they need it).

* Lunch (90 minutes)

* Presentation of model lessons (60 minutes)

(these do not have to be perfect or complete - the purpose of the activity is to have a first go at developing materials.)

* Back to the real world (30 minutes)

Ask participants in groups to make two lists. One list of factors which could help them to do HRE at home, and one of factors which could be obstacles to doing HRE at home. Ask the groups to compare their lists. Do any of the things in the "help" list overcome things in the "obstacle" list?

How can we deal with these obstacles?

* Final evaluation (30 minutes)

Ask the participants to write anonymously their answers to the long evaluation form shown on page 184.

* Talking Stick ( ? minutes)

Display the list of expectations from Day One. Using the activity from page 68, give participants the opportunity to say whether their expectations were fulfilled, and anything else which they want to say. Remember, they do not have to speak if they don't want to.

* Presentation of certificates

(These are a good idea - especially if the local educational authority signs them)


Evaluating your Human Rights Education Workshop

Evaluation of a workshop is useful for several reasons, some of which are:

- It ensures that trainers know what participants want.

- It gives trainers instant feedback, both positive and negative, which helps to improve the rest of the training and future workshops.

- It shows participants that their views are valued.

- The data it provides can be useful to show to possible funders.

(This section on evaluation is based on the essay "Evaluation of In-Service Teacher Trainings" by Felisa Tibbitts)

Usually, anonymous evaluation forms are given to participants either daily and/or at the end of the training. Informal feedback can also be given orally in whole group meetings, or in smaller, more intimate groups to individual trainers, who then share that feedback with the other members of the training team.

Anonymous evaluation forms can be long or short. It might be appropriate to give out short forms daily, then finish off with a longer form at the end of the training. On the long form, it may also be desirable to include a question asking the participants how they intend to introduce teaching human rights into their classroom practices over the next four to six months. This data can then be used to co-ordinate support for the participants once they are back in their home situations.

Sample Short Evaluation Form:

1. What did you like most about today's training?

2. What did you like least?

3. What suggestions do you have for improvements?

(Because there are so few questions, they can be read out or written in a prominent place, so that participants simply copy them down. This saves the trainers' time.)

Sample Long Evaluation Form:

Organisational aspects of the workshop: (please tick )

Excellent Good OK Problematic 1. Workshop rooms 2. Accommodation 3. Food 4. Transport

Educational aspects of the workshop: Using the scale 1 = very useful , 2 = somewhat useful, 3 = not very useful rate how useful the workshop was for the following things

5. Learning about key human rights documents, principles and mechanisms for protection __

6. Becoming familiar with participative educational methodology __

7. Learning specific human right-related activities that can be applied in the classroom __

8. Using the scale 1 = very useful , 2 = somewhat useful, 3 = not very useful, rate how useful each session in the workshop was for you)

(Here, organizers list the individual sessions)

9. What was most valuable to you in the training?

10. What was the least useful aspect of the training?

11. What suggestions do you have for improving the training?

12. How do you expect to apply what you have learned in the training in your classroom, school or other educational environment?

Sample Visual Evaluation Method:

Forms and discussions are not the only way to evaluate. You might want to use a visual evaluation method for variety, or because you have a time shortage. Here is an example of a visual evaluation method:

Draw a dartboard on a large piece of paper or on a blackboard. (ie: several concentric circles radiating around a central red "bullseye", with lines dividing the circles into "slices", in the same way as you would divide a cake. The number of "slices" should be equivalent to the number of things which you want to assess, such as individual training sessions, organisational issues, etcetera.) Tell the participants that the trainers will leave the room (maybe during a break in the programme). The participants must all make one mark in each of the "slices". If they thought a session was excellent, they should place their mark near the central "bullseye" in the relevant "slice". If they thought that the session was not useful, they should place their mark on one of the outer circles.

Useful Organizations

These organizations produce Human Rights Education material, hold workshops, and may be able to give advice. Please remember to specify the sort of help you need, as many of them are small organizations with very busy staff.

Organization: Council of Europe

Address: Directorate of Education, Culture and Sport, F-67075 Strasbourg Cedex, France

Tel: (33) 88413073

Fax: (33) 88412753

Use: Provides documentation, training and funding for human rights and European cooperation. The Human Rights Information Centre of the Council of Europe (same address) co-ordinates Human Rights Documentation Centres, which now exist in many Central and Eastern European countries.

Organization: Netherlands Helsinki Committee - Human Rights Education Programs

Address: Jansveld 44, 3512 BH Utrecht, the Netherlands.

Tel: (31) 1 30 2302 535

Fax: (31) 1 30 2302 524

E-mail: 102402.2402@COMPUSERVE.COM

Use: Work with local partners in Romania, Albania, Ukraine and Estonia to develop curricula and train teachers in Human Rights Education.

Organization: Milan ime ka Foundation

Address: Hviezdoslavovo n m. 17, 811 02 Bratislava, Slovakia

Tel/Fax: (0042 7) 333 552


Use: Produces books, cassettes and videos on Human Rights Education and hold workshops for elementary and high school teachers, as well as education officials.

Organization: Canadian Human Rights Foundation

Address: 1425, Rene-Levesque Blvd. W, Suite 307, Montreal, Canada H3G 1T7

Tel: (1) 514 954 0382

Fax: (1) 514 954 0659


Use: Quarterly newsletter "Speaking About Rights". Also The International Human Rights Training Programme, which brings over 100 participants from 35 countries together every June/July for a 3-week intensive training course. The aim is to provide practical tools to strengthen and develop capacity in human rights work, to facilitate the understanding of human rights instruments and their interrelationships, and to facilitate networking and partnership activities. The working languages are English and French.

Organization: The Citizenship Foundation

Address: Weddel House, 13 West Smithfield, London EC1A 9HY

Tel: 0171 236 2171

Fax: 0171 329 3702


Use: Produces materials which teach citizenship, some available in Russian and other Languages, for children of all ages.

Organization: Obshchestvo Memorial

Address: Maly Karetny 12, Moscow 103151

Tel: 7 095 299 1180

Use: Monitors and protests human rights violations in Russia, and seeks the rehabilitation of victims of Stalinism. It also has an active program of Human Rights Education. It has branches throughout Russia and the CIS.

Organization: Polish Helsinki Foundation for Human Rights

Address: Maryla Nowicka, Bracka 18, apt.62, 00-028 Warsaw, Poland

Tel/Fax: (48 22) 26 98 75, 29 69 96

Use: An extensive Human Rights Education program including a human rights course for university graduates, education of police, prison guards, journalists and judges. Also education through TV, films and press.

Organization: Magna Carta, Centre for Human Rights Promotion

Address: Vojnovi eva 26, 10000 Zagreb, Croatia

Tel/Fax: (385) 1 412 420


Use: Magna Carta have a library of Human Rights Education materials in Serbian and Croatian and organize HRE workshops.

Organization: Amnesty International - Europe Development Team

Address: Amnesty International, International Secretariat, 1 Easton Street, London, WC1X 8DJ, United Kingdom

Tel/Fax: (44) 171 413 5500

Fax: (44) 171 956 1157


Use: Can put you in contact with other people in your country and in other countries in Eastern/Central Europe who are interested in human rights and Human Rights Education.

Organization: Institute for Pedagogical Research

Address: Petrit Muka, Vice-Director, In-Service Training Rruga Naim Frasheri' 37, Tirana, Albania

Tel/Fax: (355) 42 238 60; alternative Fax: 42 306 30

Use: The Institute has produced Children's Activity Books for Human Rights for Forms 1-8, and supportive guides for teachers. These materials have been accompanied by extensive in-service training throughout the country.

Organization: Ukrainian Centre for Human Rights

Address: Ludmyla Zablotska, Chervonoarmiiska 64, UKR-252005 Kyiv, Ukraine

Tel/Fax: (7 44) 227 2124, 227 2398; alternative Fax: 227 2220

Use: The Centre has developed a Human Rights Education program, with student texts and a teacher's methodological guide, for use in the 10th Form in the Ukraine.

Organization: Education in Human Rights Network (EIHRN)

Address: Audrey Osler, Secretary, EIHRN, c/o School of Education, University of Birmingham, Birmingham, England, B15 2TT

Tel: (44) 121 414 3344

Fax: (44) 121 414 4865

Use: An informal group of individuals and organizations concerned with human rights education, established in England in 1987. The network publishes the "Human Rights Education Newsletter", which is available from Margot Brown, University College of Ripon and York St. John, Lord Mayor's Walk, York, England YO3 7EX.

The network also holds an annual summer school mainly intended for UK participants.

Organization: North American Partners for Human Rights Education (NAPHRE)

Address: University of Minnesota Human Rights Center, 229 - 19th Avenue South, Minneapolis, Minnesota, USA 55455

Tel: (1) 616 626 0041

Fax: (1) 612 625 2011


Use: Membership of NAPHRE ($35) includes a subscription to the newsletter "The Fourth R", access to the materials and consultants of the Human Rights Education Clearinghouse located at the University of Minnesota's Human Rights Center, newsletters of many other NAPFRE member organisations, and information on conferences and courses in human rights education. Partners of NAPHRE include Amnesty International USA, Amnesty International Canada and the National Institute for Citizen Education in the Law.

Organization: The World Association for the School as an Instrument of Peace (EIP)

Address: 5 rue de Simplon, CH-1207 Geneva, Switzerland

Tel/Fax: (44 22) 736 44 52, 753 06 53

Use: The EIP is an international non-governmental organization with consultative status to the United Nations, UNESCO, ILO, and the Council of Europe. In 1984 EIP formed the International Training Centre on Human Rights and Peace Teaching (CIFEDHOP). CIFEDHOP is an international foundation which trains teachers of primary, secondary, and vocational schools and teacher training colleges in human rights education. The annual International Training Session on Human Rights and Peace Teaching has English, French, and Spanish speaking sections and financial grants are available for Eastern Europeans who wish to attend it.

Possible Funders

These organizations may be able to give money to help you in your Human Rights Education work. Here is some advice to make your application successful.

* Write a short letter first, asking for details of their application process. Specify the type of help you need and how much money it will cost. Be brief.

* The funder will either send you a standard application form, or will ask you to submit your own application.

* If you have to write your own application, include:

- Brief background: who you are

- The need. Say what you want (for example, $1000 for a computer)

- Say why you need the things which you are requesting. Include a clear budget.

* The funder will reply, saying yes or no. If they say yes, you will need to arrange how to receive the money and in what form, and how to account for it.

* Important: Funders have strict rules. Some can only give money for equipment or for salaries, or for other costs. Most have an upper limit to the grants they make. If a funder says no, stop and try elsewhere. Also, if you receive money for a specific purpose (eg: salary), you must not spend it on something else (eg: computer) however much you need it. Submit another application for that.

Organization: Council of Europe

Address: BP 431 R6, F-67006, Strasbourg Cedex, France

Tel. + 33 88 412000

Fax +33 88 412781/82/83

Contact person: Human Rights Directorate

Organization: European Human Rights Foundation

Address: 70, Avenue Michelange, B-1040 Brussels, Belgium Tel. + 32 2 7368405 (Phare)

7326653 (Taxis)

Organization: Open Society Foundation/ Soros Foundation

Address: Offices in most countries in Eastern and Central Europe

Organization: Charity Know How

Address: 114/118 Southampton Row, GB-London WC1B 5AA

Tel. +44 71 8317798

Organization: National Endowment for Democracy

Address: 1101 15th Street, N.W., suite 700, Washington D.C.20005, USA

Contact person: Mr. Rodger Potocki

Organization: The Foundation for a Civil Society

Address: 1270 Avenue of Americas, suite 609, New York, New York 10020

Contact person: Mr. Eric Nonacs or Ms. Barbara Mc Andrew

Organization: Ford Foundation

Address: 320 East 43rd St., New York, N.Y. 10017, USA

Contact person: Mr. Joseph Schull

Organization: Soros Foundation/Open Society Fund

Address: 888 Seventh Avenue, New York, NY 10106, USA

Tel. +1 212 7572323

Organization: Firth Foundation

Address: 201 Sansome St, No. 1000, San Francisco, CA 94104, USA

Tel. +1 202 7453950

Organization: NICEL

Address: 711 G Street, Washington, DC, 20003-2861, USA

Contact person: Mr. Edward O'Brien

Organization: German Marshall Fund

Address: 11 Dupont Circle, NW, Washington, DC.20036, USA

Organization: European Cultural Foundation

Address: Jan van Goyenkade 5, 1075 HN Amsterdam, The Netherlands

Tel: +31 20 676 0222

Fax: 675 2231

Useful Books

The following books are practical recent texts on human rights and Human Rights Education. Some may be available free of charge, or it may be possible to get permission to photocopy materials for classroom use. It may also be possible to exchange materials developed by yourself or your own organization for those listed here.

Introductory materials

Title: Human Rights Education (recommendations for teachers of secondary schools)

Author: N.F. Marynovych, M.F. Marynovych

Place of publication: Drohobych, Ukraine

Publisher: Amnesty International Ukraine

Date of publication: 1991

Language: Ukrainian

Content: This guide is intended for use by secondary school teachers. It gives practical recommendations on how to teach about human rights issues and can be used in both formal and informal settings.

Address: Amnesty International, Maydan rynok 6, Drohobych, Ukraine.

Title: ABC Teaching Human Rights: Practical Activities for Primary and Secondary Schools.

Place of publication: Geneva, Switzerland

Publisher: United Nations Centre for Human Rights

Date of publication: 1989

Language: several languages including Russian

Content: This book is intended for use by primary and secondary school teachers. The first section gives an introduction to methodological aspects of teaching human rights. The second section provides information about various civil and political rights based on the Universal Declaration of Human Rights, which can be used as a basis for lessons. The third section looks at wider human rights issues including peace, food, water, energy, discrimination etc. The appendix contains the text of a large number of international documents and conventions dealing with human rights.

Address: United Nations Centre for Human Rights, United Nations Office at Geneva, 1211 Geneva 10, Switzerland.

Title: How to Run a Workshop

Place of publication: South Africa

Publisher: Legal Education Action Project (LEAP), University of Cape Town

Date of publication: April 1991

Language: English

Content: A short practical guide to planning a workshop with step by step instructions and examples of three model workshops.

Address: LEAP, Institute of Criminology, University of Cape Town, Private Bag, Ronde bosch 7700.

Tel: 6502680

Fax: 6503790

Title: Image and Reality: Questions and Answers about the United Nations, how it works, and who pays for it.

Place of publication: United Nations, New York, USA

Publisher: United Nations Department of Public Information

Year of publication: 1993

Language: English, French, Spanish

Content: Laid out in simple questions and answer format, this booklet is an easy to use guide to the United Nations - its composition, role, concerns, decision-making process and finances.

Address: United Nations Publications, Sales Section, 2 United Nations Plaza, Room DC2-853, Dept. 421, New York NY 10017, USA or, United Nations Publications, Sales Office and Bookshop, CH-1211, Geneva 10, Switzerland.

Title: Human Rights Education, Including Education for Democratic Values at School Level and Teacher Training, in the countries of Central and Eastern Europe: summary of existing programmes and needs

Place of publication: Strasbourg, France

Publisher: Council of Europe

Year of publication: 1994

Language: English

Content: In November 1993, the Council of Europe held a coordination meeting of cooperation programmes for Central and Eastern European countries in the field of human rights education, including education for democratic values at school level and teacher training. Prior to this meeting, all participants, both governmental and non-governmental, were requested to supply information on their activities in this area. This document is a summary of this information. Altogether 19 countries from Central and Eastern Europe (including ex-USSR countries) and 16 NGOs from the region or the field of HRE supplied a contact name and address and information about cooperation and assistance activities already undertaken, projected cooperation and assistance activities, and cooperation and assistance activities requested. The document provides a summary of what programmes and needs exist in this field in Central and Eastern Europe.

Address: Human Rights Information Centre, Council of Europe, F - 67075 Strasbourg, Cedex, France.

Title: Human Rights

Author: Selby, David

Place of publication: Cambridge, UK

Publisher: Cambridge University Press

Year of publication: 1988

Language: English

Content: This book gives a clear introduction to human rights. It begins by looking at what actually are human rights, international covenants and different viewpoints from east-west and north-south. Case studies from Latin America, the Soviet Union, East Timor and the West are looked at. Finally the defence of human rights is discussed from the level of UN involvement to international and local pressure groups. Many photographs, cartoons, maps and diagrams are used. Some questions are included alongside the text.

Address: Press Syndicate of the University of Cambridge, The Pitt Building, Trumpington Street, Cambridge CB2 1RP

Title: The Challenge of Human Rights Education

Author: Starkey, Hugh ed.

Place of publication: United Kingdom

Publisher:Cassell Educational Limited

Year of publication: 1991

Language: English

Content: This collection of essays addresses and draws upon the growing interest in human rights education in Europe. Leading educationalists of Europe and North America analyze key human rights texts within the contexts of stages of human rights education and varied contemporary social and educational policies. The material is primarily theoretical, but with a constant reference to practical situations or applications.

Address: Cassell Educational Limited, Villiers House, 41/47 Strand, London WC2N 5JE, UK

Resources for Teachers

Title: Songs, Games and Stories from Around the World

Author: Goodman, H. ed.

Place of publication: London

Publisher: UNICEF-UK

Year of publication: 1990

Language: English

Content: A collection of songs (some in the original language, with English translation) stories and games with accompanying cassette tape, designed for the under eights. Includes photographs and information on UNICEF's work.

Address: UNICEF UK, 55 Lincoln's Inn Fields, London WC2A 3NB, UK.

Title: Keep Us Safe: A Project to Introduce the UN Convention on the Rights of the Child to 8-13 Year Olds

Author: UNICEF- UK ; Save The Children Fund

Place of publication: (London)

Publisher: UNICEF- UK ; Save The Children Fund

Year of Publication: 1990

Language: English

Content: One of three books (accompanied by a teachers' handbook) designed to introduce the UN Convention on the Rights of the Child to 8-13 year olds. This book deals with those articles which cover protection of the child from abuse and exploitation. Each unit focuses on one article, and contains many activities (games, worksheets, texts, cartoons etc.) together with directions for the teacher on how to use them. The book also includes lists of resources and useful addresses.

Address: UNICEF-UK, 55 Lincoln's Inn Fields, London WC2A 3NB, UK.

Title: The Whole Child: A Project to Introduce the UN Convention on the Rights of the Child to 8-13 Year Olds

Author: UNICEF-UK ; Save The Children Fund

Place of publication: (London)

Publisher: UNICEF-UK ; Save The Children Fund

Year of Publication: 1990

Language: English

Content: One of three books (accompanied by a teachers' handbook) designed to introduce the Convention on the Rights of the Child to 8-13 year olds. This book covers those articles which deal with the child's participation in his/her own development ("those issues which concern a child's basic identity, his/her childhood and involvement in the wider society"). Each unit is structured around one article and contains a selection of activities (games, worksheets, texts, cartoons etc.) together with directions for the teacher on their use.

Address: UNICEF-UK, 55 Lincoln's Inn Fields, London WC2A 3NB, UK.

Title: It's Our Right: A Project to Introduce the UN Convention on the Rights of the Child to 8-13 Year Olds

Author: UNICEF-UK; Save The Children Fund

Place of publication: (London)

Publisher: UNICEF-UK; Save The Children Fund

Year of Publication: 1990

Language: English

Content: One of three books (accompanied by a teachers' handbook) to introduce the UN Convention on the Rights of the Child to 8-13 year olds, this book covers those articles which deal with provision for the child's physical and emotional development. It includes lists of resources and useful addresses and units structured around individual articles of the convention, each unit containing numerous activities (games, texts, role-plays, worksheets etc) and suggestions for the teacher on their use.

Address: UNICEF-UK, 55 Lincoln's Inn Fields, London WC2A 3BN, UK.

Title: Teachers' Handbook: Teaching the UN Convention on the Rights of the Child

Author: UNICEF-UK ; Save The Children

Place of publication: (London)

Publisher: UNICEF-UK ; Save The Children

Year of Publication: 1990

Language: English

Content: A book for teachers of children in junior/lower secondary schools, accompany a set of three "project books" on the Convention on the Rights of the Child. It includes detailed suggestions on incorporating the project into parts of the British core curriculum, an introduction to UNICEF and SCF (who jointly produced the book), a short history of children's rights, an outline of the principles of the convention and then the full text, accompanied by an unofficial summary of the main provisions.

Address: UNICEF-UK, 55 Lincoln's Inn Fields, London WC2A 3NB, UK.

Title: Children and World Development: a Resource Book for Teachers

Author: Williams, Roy

Place of publication: United Kingdom

Publisher: UNICEF-UK and The Richmond Pub. Co Ltd

Year of publication: 1987

Language: English

Content: This resource book provides teachers with basic information, statistical details, diagrams, case stories, photographs and suggestions of additional resources. It aims to create in teachers and students an informed awareness of the living conditions of women and children in the developing world. Seven units and an appendix address the topics: the state of the world's children; children in difficult circumstances; women and development; children and the world situation; children's rights; Africa: a case study; and children as refugees.

Address: UNICEF-UK, 55 Lincoln's Inn Fields, London WC2A 3NB The Richmond Publishing Co Ltd, Orchard Road, Richmond, Surrey TW9 4PD, England

Title: The Rights of the World's Children

Place of publication: Switzerland

Publisher: Simon Spivac

Year of publication: 1989

Language: English

Content: This education kit outlines case studies, discussion questions, activities, role playing and background information, with suggested age ranges. The material is arranged into eight categories covering themes such as identity, food and security, education and creative expression, family, equality, violence, war, and the law.

Address: UNICEF, Palais des Nations, CH-1211 Geneva 10, Switzerland, T: 4122-798 58 50, F: 4122-791 08 22

Title: Dimensions of Childhood: A Handbook for Social Education at Sixteen Plus

Author: Smith, Lesley

Place of publication: London

Publisher: Health Education Authority and UNICEF-UK

Year of publication: 1988

Language: English

Content: This teachers handbook aims to promote understanding and valuing of childhood and a multicultural society, to consider childhood in relation to political and economic influences as well as ethnicity, gender and class, and also to affirm the range of physical and relational contexts for growing up. Group work and discovery methods are the preferred teaching methods allowing participants personal choice of a topic with reference to six `dimensions' of childhood. These are World Wide, Multicultural, Social and Economic, Gender, Historical, Hidden (marginalised groups). The course comprises three phases. Phase one, `Preparation`, includes eight activities and handouts. Briefly outlined are the approaches to Phase two, `Enquiry`, and Phase three, `Presentation, Discussion and Evaluation`.

Address: Health Education Authority, Hamilton House, Mabledon Place, London WC1H 9TX; and: UNICEF-UK, 55 Lincoln's Inn Fields, London WC2A 3NB, UK

Title: Human Rights

Author: David Shiman

Place of publication: Denver, USA

Publisher: Centre for Teaching International Relations, University of Denver.

Year of publication: 1993

Language: English

Content: A comprehensive manual of 155 pages of practical activities for ages 12 to adult, including women's and children's rights, the Holocaust, death penalty, refugees, and racial issues.

Address: Centre for Teaching International Relations, University of Denver, Colorado 80208, USA.

Title: Human Rights for All

Author: Edward L. O'Brien, Eleanor Greene, David McQuoid-Mason

Place of publication: Minneapolis/St. Paul, USA

Publisher: National Institute for Citizen Education in the Law

Year of publication: 1996

Language: English

Content: Meant for use in middle and secondary schools in the United States, this book is generally useful as an introduction to human rights and responsibilities, and also raises issues about participation in democracy, national security and human rights, and social and economic rights. It is focused on legal aspects and it also contains some useful tables explaining the roles of non-governmental organizations such as Amnesty International, regional inter-governmental organizations such as the Council of Europe, and international governmental organizations such as the United Nations. Very good multiethnic illustrations! 162 pages.

Address: West Publishing Company, 610 Opperman Drive, P.O. Box 64526, St. Paul, MN 55164-526, USA

Title: Creative Conflict Resolution: More than 200 Activities for Keeping Peace in the Classroom.

Author: William Kreidler

Place of publication: Illinois, USA

Publisher: Scott, Foresman and Company

Year of publication: 1984

Language: English

Content: 20 conflict resolution techniques for the classroom with examples, and 200 activities and cooperative games.

Address: Good Year Books, Department GYB, 1900 East Lake Avenue, Glenview, Illinois 60025, USA

Title: The Prejudice Book: Activities for the Classroom

Author: David A.Shiman

Place of publication: New York

Publisher: Anti-Defamation League

Date of publication: 1994

Language: English

Content: 176 pages containing 37 activities for older children which identify and counter stereotypes, generalizations and prejudices of all kinds.

Address: ADL, 823 United Nations Plaza, 10017 New York, NY USA

Tel: + 212 885 7700

Title: Educating for Character: How our Schools can Teach Respect and Responsibility

Author: Thomas Lickona

Place of publication: New York

Publisher: Bantam Books

Date of publication: 1992

Language: English

Content: Contains strategies for teaching children how to resolve conflicts, improving the moral culture in the school and initiating democratic school government.

Address: Bantam Books, 666 Fifth Avenue, New York, NY 10103, USA (Price $ 12.50)

Title: Educating for Human Dignity: Learning About Rights and Responsibilities

Author: Betty A. Reardon

Place of publication: Philadelphia

Publisher: University of Pennsylvania Press

Date of publication: 1995

Language: English

Content: A detailed teacher's textbook, outlining the purposes and approaches of human rights education, and providing many exercises for the classroom. The exercises and activities are divided into sections according to age group; early grades, middle years and high school, and cover a wide variety of human rights education issues including discrimination, children's rights and international human rights standards. The textbook also lists a large amount of resource materials, including films, and reproduces the UDHR, The Convention on the Elimination of Discrimination Against Women and the Convention on the Rights of the Child in appendices.

Address: University of Pennsylvania Press, 423 Guardian Drive, Philadelphia, PA 19014-6097, USA

Title: Declaratia universala a drepturilor omului = The Universal Declaration of Human Rights

Author: Ligia Neascu

Place of publication: Bucharest, Romania

Publisher: SIRDO

Date of publication: 1994

Language: Romanian, French, English

Content: This book, aimed at young children, contains a simplified, easy to understand version of the United Nations Declaration of Human Rights. It includes a brief introduction explaining the background of the document, and each article is illustrated with a drawing for the children to colour in.

Address: Str. Anghel Saligny nr.8, cod 70623, Sector 5, Bucharest, Romania

Title: Citizenship Education Alternative Curriculum for Upper Elementary Level (Age Group 10-15)

Author: Jana Ondr kov

Place of publication: Czech Republic

Publisher: Czech Helsinki Committee

Date of publication: 1995

Language: Czech, English

Content: This 18-page curriculum is designed to educate a citizen of the 21st century, knowledgeable of his rights and duties in society, responsible and independent, actively involved in community, State and global events. It includes ideas on how to use local and international events (Human Rights Day, the opening of a new local library,.....) to focus on rights.

Address: Czech Helsinki Committee, Pstovni Schranka c.4, 119 00 Praha 1 Jeleni 5/199, 118 Praha 1

Tel: 2051 5188, 2437 2338

Fax: 2051 5188, 2437 2335

Title: Human Rights for Children: A Curriculum for Teaching Human Rights to Children Ages 3-12.

Author: Amnesty International Human Rights for Children Committee

Place of publication: USA

Publisher: Kiran S. Rana

Date of publication: 1992

Language: English. Available in Russian from the Europe Development Team, Amnesty International, International Secretariat (for full address see back cover of this manual). Available in Slovak from Milan Simecka Foundation, see page 186.

Content: Organized in 10 sections, one for each principle of the United Nations Declaration of the Rights of the Child. Activities in Languages, social science, history, maths, science, arts and physical education.

Address: Amnesty International Human Rights for Children Committee. P.O. Box 110864, Tacoma, WA 98411, USA.

Title: Ya, ty, my (I, You, Me)

Authors: Don Rowe and Jan Newton, Russian translators Irina Akhmetova and Ekaterina Rachmanova

Place of publication: Moscow

Publisher: Intek Ltd

Date of publication: 1995

Language: Russian.

Content: Translation of "You, Me, Us", a text for primary school children about moral development.

Address: Citizenship Foundation, Weddel House, 13 West Smithfield, London EC1A 9HY, UK.

Title: Chto govorit zakon (What the Law Says)

Authors: Don Rowe and Tony Thorpe, Russian translators Irina Akhmetova and Ekaterina Rachmanova

Place of publication: Moscow

Publisher: Intek Ltd

Date of publication: 1995

Language: Russian.

Content: Selected units translated and adapted from the Citizenship Foundation's materials for secondary school students.

Address: Citizenship Foundation, Weddel House, 13 West Smithfield, London EC1A 9HY, UK.

Title: Our World, Our Rights

Author: Brown, Margot ed.

Place of publication: London

Publisher: Amnesty British Section, 99-119 Rosebery Ave, London EC1R 4RE, UK.

Date of Publication: 1995

Language: English

Content: A primary school textbook to introduce the UDHR through a variety of activities. Includes worksheets, handouts etc that can be photocopied based on stories, factual information and illustrated problems, which discuss rights both in the classroom, and in the wider context. Includes information for the teacher on human rights and human rights education. 161 pages.