Every worthwhile project plans for feedback from those it engaged. So that’s what we did. Here are the results of our survey with the workshop delegates.
Participants were asked:
- How would you rate your knowledge and understanding of human rights before the workshop?
11/28 rated their existing knowledge as good/excellent.
6/28 rated their existing knowledge as reasonable.
11/28 rated their existing knowledge as low/some.
- How would you rate your knowledge and understanding of human rights not that you have completed the workshop?
All participants rated their knowledge and understanding as good or excellent.
12/28 chose ‘Excellent’.
16/28 chose ‘Good’.
- How confident do you feel about teaching human rights now that you have completed the workshop?
All participants rated themselves as ‘confident’ or ‘very confident’.
12/28 chose ‘very confident’.
16/28 chose ‘confident’.
There was no direct pattern of rating between knowledge and confidence level. Some rating knowledge as excellent, chose confident, some very confident and likewise for those rating their knowledge as good, some felt very confident, others confident.
- What do you see as the main benefits for your students in receiving human rights education?
To be aware and understand they have rights and also responsibilities.
To become positive people with a caring attitude of respect for self and others.
To be able to understand differences and learn about equality.
To value and respect their community, and promote peaceful unity at school.
To know the Importance of right to education. Stay focussed in their learning.
That they will feel protected and safe.
To understand about GBV and domestic violence.
- What barriers, if any, might you experience in delivering human rights education in your school?
Overcrowding, large class sizes make it difficult to teach, but also to notice unfair treatment of the general student population.
Lack of resources, money, time and space.
Needs to be part of ‘standards’ curriculum so time can be given consistently.
Understanding and knowledge of superiors. That “They may think I am trying to force something they do not understand”.
Other colleagues and parents not understanding and/or supporting/misinterpretation.
Existing culture and customs.
More training needed to more teachers.
- What additional support, if any, do you think you will need or would like to have to help you deliver human rights education in your school?
Regular organised visits from human rights organisations to the school.
Need approval from education authority and all education stakeholders.
Support from school administration.
Financial support; extra resources.
More teachers trained.
Technology to show videos and use power point.
This needs to be part of the curriculum.
A set time for this to be taught.
An exchange programme for teachers between Solomon Islands/PNG and the UK.
- In your role as a human rights champion, apart from delivering human rights lessons, what else might you do to promote human rights in your school and community?
I will speak out and talk to the community where I see abuse.
Improve the school discipline measures to be fairer. Talk and explain to students why rules are important and talk to them about their rights but also their responsibilities.
Integrate the human rights topic to their subject teachings.
Start Human Rights awareness club, hold awareness talks and workshops. Peer conversation talks, community talks and group discussions. Ask students to create slogan on ‘Human Rights’.
Conduct in-service training for staff professional development. Raise awareness with other teachers in my school before I introduce this to the students.
Emphasis human rights awareness during parents and citizenship meetings. Invite parents on school board to improve awareness.
To work with other ‘Champions’ to go into other schools in other provinces to do awareness workshop.
Be a role model myself. “Be the change I wish to see in the world.”
Talk to my colleagues and my family.
Work towards better gender equality and no domestic violence. Become involved in women’s groups, activities and workshops.
Promote and get involved in sports activities especially for girls.
Help others understand the benefits of human rights.
Promote through media, drama group to be formed.
Start locally: Rights in my home, school, class.
Report compiled by Christine Calderwood, Article One Project Lead (24 March 2019)