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| Name |
International Human Rights Training Program |
| Type |
Training programmes |
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| Implementing institution |
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| Frequency |
Annual |
| Level |
graduate |
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| Objectives |
The goal of the IHRTP is to strengthen the capacity of human rights organizations to undertake human rights education efforts (e.g., training, awareness campaigns, information dissemination, and advocacy) aimed at building a global culture of human rights.
To this end, the Program places a strong emphasis on the transfer of learning and on follow-up activities. Participants attending the Program develop an Individual Plan for putting their learning into action as part of the training. Therefore, when submitting their application, both organizations and Candidates nominated should consider how the transfer of learning might take place within and beyond the organization after the Program. (See Individual Plan section below for some examples) |
| Area of expertise |
human rights
human rights education |
| Target group |
Community leaders
NGO activists |
| Content |
The IHRTP is an intermediate-level program focusing on international human rights standards, current human rights issues and human rights education strategies. The exploration of human rights principles and instruments, ongoing critical reflection and inquiry, as well as extensive sharing of experiences allows participants to strengthen their capacity to engage in effective human rights education, and advance equality and human dignity thus leading to social change.
Week 1
Week 1 focuses on the current human rights context and defining what positive social change looks like. Participants will get to know the members of their working group and engage in activities that lay the groundwork for developing a productive group dynamic based on mutual respect. They begin a process of reflection on human rights in their societies, the human rights work of their organizations and their own role within those organizations. They will also explore the global human rights context and how it influences and is influenced by issues at the local level. Principles and values of the Universal Declaration of Human Rights and their importance in human rights education will be examined as well as the key elements of a culture of human rights. Using systems analysis, participants will then look at the role of human rights education in the process of social change and compare their roles as human rights activists/educators. Participants will end the week by examining how personal values and deeply held assumptions about “right and wrong” influence the actions and reactions of individuals.
Week 2
Week 2 focuses on actions for social change in line with human rights values and principles. Participants begin the week by exploring the universality of human rights and effective human rights education strategies for dealing with culturally sensitive issues in their work. They explore how adopting a human rights-based approach can help ensure that actions undertaken by governments, civil society and communities can help lead to positive social change and make human rights a reality in their societies. Through case studies and discussions, participants are introduced to a number of key international human rights instruments, mechanisms and special procedures, and the potential relevance in their work.
Week 3
Week 3 focuses on skills building for action. For a number of activities, participants are grouped by geographic region, giving them an opportunity to work together to examine key components of effective monitoring and advocacy and the role of these activities in human rights education. They also become familiar with methods of evaluating educational activities. Participants will also be introduced to new trends in the use of information and communication technologies (ICTs) for human rights and human rights education work. |
| Language |
English
French (Français) |
| Country |
Canada |
| City |
Ste-Anne-de-Bellevue, Québec |
| Methodology used |
The participatory curriculum design model of the IHRTP is based on principles of adult experiential learning. The underlying principle is that much of the content will come from the participants and that the Program will serve as a framework for drawing out this content. Participants and facilitators commit themselves to engage in a process of mutual teaching and learning. The emphasis is on practical application and on the development of strategies for action. Continued reflection and evaluation are central to the learning process.
Participants work for the most part in groups of about 15 with a facilitator whose role is to provide guidance in achieving the Program objectives. The facilitators are skilled in adult education methods, knowledgeable about human rights and experienced in working with diverse groups. |
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| Number of participants |
120 participants from approximately 60 countries |
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| Application procedure |
Your application must include:
• The completed application form
• The Memorandum of Agreement duly signed
• Two letters of reference from a national or international human rights organization (other than the candidate’s), familiar with the candidate's work and / or that of the organization; and
• A brochure (and / or mission statement) describing the work of the candidate’s organization.
Your completed application must be sent to ihrtp-pifdh@equitas. |
| Admission requirements |
The program is for human rights educators from civil society organizations, regional and national institutions and government agencies. |
| Scholarship |
** Full and partial scholarships available ** |
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| Homepage |
equitas.org/en/what-we-do/human-rights-defenders-and-educators/ihrtp/ |
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If you wish to share with us your experience with regard to this programme, please fill out this evaluation.
Please note that evaluations are for OHCHR's internal use only.
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