Areas of Assessment/Evaluation

1
Areas of Assessment/Evaluation

• Learner assessment
• Teacher competencies
• Textbook review
• School development/school reform

2
REAP Evaluation

• Rights-Education-Action Project
• 12 countries over 10 years, 2-3 year grants,
  renewable
• Required AI Sections/Structures to identify clear
  strategies for HRE involving use of multipliers
  within different sectors

3
Key Target Groups

• Teachers/educational specialists
• Students (high school and university)
• Civil society groups
• Civil servants (e.g., prison staff)
• Others (e.g., journalists)

4
Overview of Data Collection

• Surveys administered to HRE Coordinators, Key
  Trainers, Multipliers and Beneficiaries in 10
  countries
• Five-day site visits carried out in four
  countries Malaysia, Morocco, Poland and South
  Africa
• Document analysis REAP reports, training
  materials, media coverage

5
Methodological Comments

• No controls or comparisons (yet)
• Post-only results, relying on self-reporting
  excepting for partners in case studies
• Best case sources
• Some triangulation across categories of
  respondents and for case study countries visited

6
Impacts on Amnesty at Program/Institutional Level

• 1.Over course of REAP programming, significant
  increases in AI membership, the establishment of
  local groups and participation in actions which
  were associated in part with REAP programming

7
Impacts on Amnesty at Program/Institutional Level

• 2.Increase in internal capacity to deliver HRE,
  as evidenced through increase in number of key
  trainers, number of training materials developed
  or adapted, and organization of trainings for
  multipliers

8
Impacts on Amnesty at Program/Institutional Level

• 3.New partnerships for Amnesty established in
  relation to HRE, among other NGOs, CBOs, GOs,
  schools and universities. Across all REAP sites,
  the number of partnerships increased from 208 to
  1,241.

9
Impacts of HRE Programming on Society

• Influenced programming of other organizations
  (integration of HRE and connection with AI
  actions)
• Successful lobbying of GOs in relation to HRE
  (e.g., Ministries of Education supporting HRE in
  schools)

10
Impacts of HRE Programming on Individual
Participants

• Facilitation Skills/Skills for Material
  Development/Adaptation (Multipliers)
• 1not at all, 3somewhat, 5a great deal
• Overall 4.40 and 4.26, respectively, with gains
  of 1.60 for each
• Gains positively associated with hours of
  participation in the training program

11
Impacts of HRE Programming on Individual
Participants

• Understanding HR principles and standards
• M Post- rating of 4.49, w/ avg. gain 1.43
• B Post-rating of 3.92
• M No significant differences on the basis of
  gender, target group, hours of participation
  (although lowest gains noted for lowest levels of
  part.)
• B Especially high av. rating (4.60) for civil
  servants

12
Impacts of HRE Programming on Individual
Participants

• Importance of standing up for own HR
• M Post- rating of 4.84, w/ avg. gain .95
• B Post-rating of 4.62
• M Gains of 1.50 for South Africa, members of
  civil society, and participation levels 101
  hours
• B Civil society rating noticeable lower

13
Impacts of HRE Programming on Individual
Participants

• Importance of standing up for others human
  rights
• M Post- rating of 4.81, w/ avg. gain .94
• B Post-rating of 4.41
• B Civil society rating noticeable lower

14
Impacts of HRE Programming on Individual
Participants

• Positively influenced concern for others
• M Post- rating of 4.65, w/ avg. gain 1.17
• B Post-rating of 4.02
• M Largest gains for those with lowest levels of
  participation (although overall rating is 3.0)
• B Appears to be positive association w/ hours of
  participation

15
Impacts of HRE Programming on Individual
Participants

• Committed to taking action
• M Post- rating of 4.61, w/ avg. gain 1.31
• B Post-rating of 3.80
• M Gains of 1.5 for students and civil society
  members
• B Appears to be positive association w/ hours of
  participation results noticeably higher for
  teachers

16
Impacts of HRE Programming on Individual
Participants

• New activities of beneficiaries
• Workshops (20)
• Awareness-raising activities (16)
• Social service work (16)
• Participation in HR/HRE related work organized by
  other organizations (8)
• Actions (8)
• Dialogue with others about HR (8)

17
Impacts of HRE Programming on Individual
Participants

• Changes in pre-existing activities of
  beneficiaries
• More respectful of others (15)
• Learned more about HR (13)
• Empowerment (13)
• Developed positive opinion towards HR (9)
• Behavioral (8)
• Promoting HR (6)

18
Impacts of HRE Programming on Individual
Participants

• More respectful of others (15)
• Personally I uphold human rights in everyday
  dealings, such as respecting others and being
  cautious not to hury their dignity, and to resist
  raciaal discrimination. - Morocco

19
Impacts of HRE Programming on Individual
Participants

• Learned more about HR (13)
• I have gotten information about what I can fight
  for, about people in different cultures and about
  possibilities of help. - Poland

20
Impacts of HRE Programming on Individual
Participants

• Empowerment (13)
• I tend to speak up for myself if I see injustice
  in my classroom or with friends. - Malaysia

21
Impacts of HRE Programming on Individual
Participants

• Developed positive opinion towards HR (9)
• I became more aware of the importance of helping
  people if they are in trouble. That were all
  equal and that nobodys human rights are worth
  less than mine. - Slovenia

22
Impacts of HRE Programming on Individual
Participants

• Behavioral (8)
• Registration at school of my daughters in spite
  of the opposition of my husbandTelling my
  husband that I am aware of womens rights and do
  not accept violence against me and my daughters.
  - Morocco

23
Impacts of HRE Programming on Individual
Participants

• Promoting HR (6)
• People are speaking out and reporting the cases
  if she or he is abused. South Africa