areas of assessment/evaluation learner assessment teacher competencies textbook review school...

Areas of Assessment/Evaluation

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

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

Key Target Groups

• Teachers/educational specialists

• Students (high school and university)

• Civil society groups

• Civil servants (e.g., prison staff)

• Others (e.g., journalists)

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

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

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


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


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.

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)

Impacts of HRE Programming on Individual Participants

• Facilitation Skills/Skills for Material Development/Adaptation (Multipliers)

1=not at all, 3=somewhat, 5=a 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


• 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


• 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


• 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


• Positively influenced concern for others


- 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


• Committed to taking action


- 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


• 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%)


• 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%)


• 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


• 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


- Empowerment (13%)

“I tend to speak up for myself if I see injustice in my classroom or with friends.” - Malaysia


• Developed positive opinion towards HR (9%)

“I became more aware of the importance of helping people if they are in trouble. That we’re all equal and that nobody’s human rights are worth less than mine.” - Slovenia


- Behavioral (8%)

“Registration at school of my daughters in spite of the opposition of my husband…Telling my husband that I am aware of women’s rights and do not accept violence against me and my daughters.” - Morocco


• Promoting HR (6%)

“People are speaking out and reporting the cases if she or he is abused.” – South Africa

areas of assessment/evaluation learner assessment teacher competencies textbook review school...

Documents

post rating

hre coordinators

members of civil society

individual participantspos

hours of participation

participation levels

number of training materials

lowest gains