 Okay, so thank you very much colleagues for joining this afternoon or morning maybe for you or evening for our colleagues in Philippines and welcome to today's webinar on human rights education in humanitarian settings. This webinar is organized by the Global Protection Cluster Human Rights Engagement Task Team, which is co-led jointly by UNHCR, Sokaga Kai International, represented by Elisa, who will be moderating today's event, as well as Isaiah, who is here with us today, representing the World Lutheran Federation. For us, human rights education is really an important element and actually a key pillar of the task team in our action plan. And today's event mark, I would say beginning of our efforts to work more on human rights education in humanitarian settings. So it's first of a series of initiatives we would like to propose you going forward. So this is not the last one and our exchanges and dialogue on this topic will continue. So definitely we invite you to stay tuned and we will keep sharing information after this event as well on human rights education and engage with you going forward. If you would like to know more about the human rights engagement task team, I would invite you to reach out directly to myself or to Elisa or Isaiah. We will put our emails in the chat. But today, you really focus on this very specific topic on challenges and opportunities that human rights education can present in humanitarian settings. And with that, I would like to pass the floor to Elisa Gazzotti and the Human Rights Engagement Task Team, Coachero, who will guide us through today's session. So over to you Elisa. Thank you so much Valeri and welcome to everyone. I really would like to welcome all of you to this webinar and especially the panelists for today. So before we start, I would like to briefly remind you the ground rule for this event. So the webinar will last for one hour and a half and is going to be recorded. When you are not speaking, please keep your microphone mute and also please use the chat box to ask questions and interact with us. So this webinar will focus on the role of human rights education as a key tool to enhance the protection of human rights of displaced persons and aims at creating a space for sharing best practices and discussing existing challenges and opportunities for human rights education in humanitarian settings. The webinar is structured as follows. Firstly, we will have an introduction of the human rights education framework. Then we will have a presentation on human rights training programs for humanitarian actors, which will be followed by the presentation of the implementation of the Makani program, which is implemented in Jordan. After this, there will be time for answering to the question which will be collected from the chat box. Now without further delay, I would like to invite Mrs. Elena Politi, Human Rights Officer at the Human Rights Education Unit of the UN Office of the ICommissioned for Human Rights. Elena will give us an overview of the overall framework of human rights education. Over to you, Elena. Thank you. Thank you very much, Elisa, and thank you actually to the organizers of this event for inviting our office to be engaged and participate in it. I know that in the audience we have a mix of humanitarian and also human rights education practitioners. So I hope those who are already dealing with human rights education will bear with me as I will be addressing issues they already heard about or they already know. So I was asked to introduce human rights education principles and developments at the UN next and that would be my first point for this session today, this presentation. And another area that I will touch upon is the increased prominence of human rights education on the UN agenda with the beginning, the launch of these two different initiatives, the World Program for Human Rights Education as well as the adoption of the UN Declaration on Human Rights Education and Training. Next. So as we said, let's start with human rights education and the one you see on the screen is the current definition of human rights education as contained in internationally agreed documents at the United Nations. And we can see that human rights education and training the human rights education transfers knowledge and develop skills and attitudes that encourage behavior, promoting and protecting human rights. Now, as you see, I've put in bold these keywords because they are very important and maybe we can just reflect a little bit on each of them. First of all, human rights education transfers knowledge, knowledge about human rights standards, but also mechanisms for protection for human rights protection. Now, when we think of the knowledge, it is important that we think not any knowledge, but the knowledge on human rights and human rights mechanisms that is relevant to my audience. For instance, a human rights education program for teachers would be completely different or from a human rights education program for police or for young people or for refugees or different audiences. So again, yes, it's about knowledge, but it's about the knowledge that my learners need to know about. The second keyword is skills. Human rights education develops skills. Skills for what? To put in practice those standards and to use those mechanisms that we have highlighted before in their work or in their life. So how do I exercise my rights? Not only I know my rights, but I know how to exercise them. The third keyword is attitudes. Obviously, human rights education needs to tackle attitudes in order to reinforce positive attitudes towards human rights, but also change negative attitudes so that knowledge skills and attitudes can really encourage behavior to promote and protect human rights. So our objective is actually action and either reinforcing action to protect human rights or change behaviors that do not protect human rights with the idea that we empower learners to take action for human rights. Now, next, there is this concept of the empowerment role of human rights education, in particular in humanitarian setting. Next, human rights education can empower humanitarian actors to adopt a human rights-based approach to their work, protect human rights and encourage duty bearers, which is mainly state actors, to meet their obligation to protect, fulfill and promote human rights. In humanitarian setting, human rights education can also empower right holders, especially those population in situations of vulnerability, to claim and realize their rights and engage in relevant decision-making processes. And you will see that in the next presentations, we address both of these two areas of human rights education in humanitarian setting. With the first one, focusing on humanitarian action, human rights training for humanitarian actors, and the next one on human rights education for population and situational vulnerability in humanitarian contexts. Next, because human rights education has to do all this, it's really a complex undertaking and this is also why the methodology, the way we do it is key. Depending on what we do, we can really make a major contribution and depending on the way we do human rights education, it can really make a huge contribution to the protection of human rights or can be a counterproductive activity that we should not do it, actually. So, my point here is that this methodology is really key. And I'm now highlighting three points that to me are very important. First of all, the first one is about the training cycle. The actually delivery of a training session or an education session or a course at the really moment that come at the end of a training cycle or education cycle, which starts with not the actually training room, whatever is virtual online training or face-to-face training. It starts not with that moment, but it starts with an initial assessment. First of all, is human rights training human rights education what I really need to do in that specific situation? One, two, how do I address the real learning needs of my audience? And that is what we call training needs assessment. Again, let's remember always that at the center of my training is the audience I need to support in terms of developing knowledge, skills, attitudes toward behavior. Next. Also, it is important that in education and training practices, learners are actors and not recipient of education and training. The point is that our learners are people with an experience and who have to take ownership of their learning, rather than the trainers to put things in them as their empty boxes. Third. An important point is also about evaluation. Usually when we do our training of trainers, we ask our participants, when do I do evaluation in education and training? And they tell you often at the end, after the program, to evaluate if people have learned. As a matter of fact, an effective evaluation process in training cycle, look at evaluation as an ongoing process that starts with actually the planning and continues during the design of the program and then goes into the program itself during the program at the end and afterwards. So the evaluation is not what you do at the end of training, but it's a continuous program that goes around together with the training cycle that touches upon again planning, design, delivery and follow up to training. Maybe the good news is that all this is explained in detail because we have very few minutes to go into this, but all this methodology is explained in detail in various resources available to you, but in particular our manual on human rights training methodology, which is accessible online and is also available in our copies, but is available already in four U.N. languages and which are English, French, Spanish and Arabic and soon it's going to be published in Russian too. So you are very welcome, you are very welcome to look into it and my colleagues put the link in the chat. Now briefly, I will look into the next U.N. initiatives. So human rights education has really since the proclamation of the universal declaration as the human rights education has encountered more and more consensus in the international community as an important undertaking. There have been many initiatives being undertaken in the U.N. system and we have developed recently an infographic with highlighted some of those initiatives which the link to it will be put in the chat also and also there have been human rights education provisions been including in many international treaties and other documents and we have a full material called the right to human rights education which is also accessible to you and you will have the link in the chat also coming soon. Now I just focus briefly on two recent ones. One is this world program for human rights education which is a common collective framework for national action by all countries. Next it is based on human rights standards agreed by member states in at the international level and is organized in five year consecutive phases. Next you will see the five phases the five years phases here which have developed from the first phase to the current fourth phase which covers human rights education for you. Next for each phase there is a plan of action that provides methodological guidance and set specific responsibilities for different actors and you will see that for the current phase the plan of action really focuses on expanding human rights education for within by youth informal and informal education and informal learning prioritizing young people in situation of exclusion and vulnerability including asylum seekers, refugees, IDPs and returnees. So I said the world program is one particular initiative. The second one is the UN Declaration on Human Rights Education and Training which was adopted in 2011 and is the first UN document entirely devoted to human rights education in the context of the UN. Of course there have been others as I mentioned and there is an entire resource material the right to human rights education where you can look at all these different documents. It's important because it reaffirms the responsibility of governments particularly to promote and ensure human rights education and you have a quote here that again takes you to the concept of empowerment the role of empowering the empowering role of human rights education which we have focused on earlier and next what is interesting about these two initiatives is that they are really complementary while the world program is really an operational framework to advance national implementation and force a cooperation at all levels the UN Declaration rather provide a policy statement expressing a UN member states commitment to human rights education and training. Next now I've only gone on the surface of all this you have more information and resources available particularly on OACHR website devoted to human rights education and the section on human rights education and you can see here how to reach it. You can reach us anytime by through this email that you also see there which is WPHRE world program human rights education at OACHR.org. Thank you very much I'm at your disposal for any questions or clarification. Thank you so much Elena for this very comprehensive presentation on human rights education framework. So as Elena mentioned human rights education can empower humanitarian actor to use a human rights based approach to their work protect human rights and encourage duty-bearers to meet their obligation. So in this view I would like now to introduce you Elsa Lapennec human rights advisor to the regional humanitarian coordinator for the Syrian crisis which will give us an overview on training programs for humanitarian actors on human rights standards mechanism and engagement challenges opportunity and their way forward over to you Elsa. Thank you. Thank you Elisa and thank you can you hear me well just wanted yeah okay yes so thank you very much to you and Valérie and to the global protection cluster for organizing this important webinar. It's a pleasure to speak in this group and to join this group about the experience of the human rights advisors in the Syrian response. So I'm indeed Elsa I'm one of the three human rights advisors deployed by OACHR by the human rights office in the Syrian response. I've been working with the office for a few years first in Gaziantep as the human rights advisor to the deputy humanitarian regional coordinator and and then in Amman since November as the human rights advisor to the regional agency. So I'll try to be brief after my colleague Elena and I will focus on three points one to first explain the structure of the the syria human rights team and the coordination with humanitarian coordinators and partners and then to dive in maybe next slide please yeah to dive in the work we're doing to build the capacity of human and humanitarian actors on international human humanitarian law and international human rights law norms and standards and then discuss very briefly the the the challenges that we've seen over the years and and the opportunities that we have based on this experience. Next slide please. So I will start just by giving you a very few words of background and to explain the context in which the human rights advisors are working with humanitarian actors in the syria response. You may have heard about this whole of syria approach which is based on a security council resolution adopted in 2014 which is which has established this this approach authorizing the humanitarian leadership and the provision of humanitarian assistance from three hubs Damascus Amman and Gaziantep and then of course authorizing the cross border humanitarian operation from Turkey. Just to say here that what we did as an office at that time what OHCHR did was to opt to support the humanitarian actors integration of IHL and human rights in this whole of syria humanitarian operation and indeed this deployment led to having this three human rights advisors in the three hubs not only supporting humanitarian coordinators but also very much working very closely with humanitarian actors through the sectors through the clusters to integrate human rights to build the capacity of humanitarian actors on IHL and human rights and to engage on on the the humanitarian program cycle. Next slide please. So I'll just give you two examples and then I will really focus on on two main tasks and responsibility that we had over the last four years. One is really the example of the engagement with the health cluster and the protection cluster and the UN special rapporteur on the right to health. Very briefly the idea of course with the situation in Syria where we had a number of attacks on health facilities since at least 2015 but but mainly 2016 prompted the protection cluster and the health cluster to develop what we call the advocacy notes on the right to health but mainly on attacks on on health care and what we decided with the humanitarian coordinator in Gaziantep was really to try to improve and to strengthen the IHL and the human rights language for advocacy in this in this advocacy note. So that was really the starting point of this engagement with the two clusters. So we provided this technical guidance based on this we started engaging with the special rapporteur at that time Dr. Puras in 2016 we worked with WHO UNICEF UNFPA the health cluster and of course the protections cluster who did a round table and this was really the initial point of an engagement that we then did with the food security and livelihood sector the shelter and NFI and education cluster to see how we could support those members of those of those sectors with a better knowledge and understanding of the IHL and human rights framework to help them not only in terms of data collection monitoring reporting analysis and of course advocacy to improve their own response. So that really led as of 2016 to a series of human rights training that we did not only on IHL and human rights but also on media messaging on human rights advocacy and really on engagement with the UN special procedures and that's really where we have been working very closely with the clusters since 2018 on the first occasion where the objective for us and the clusters was to focus on the structure and the coverage of the UN human rights mechanisms but also to really build the participants capacity to use the mechanisms in relation to the to the serious crisis. So we started of course by facilitating contacts between humanitarian actors engaged in the Syria response and the mandate holders of the mechanisms or also with our colleagues which each are Geneva staff supporting the different mandates and committees. This was particularly effective as I mentioned in relation to the right to health and right to food as a matter of fact with activities organized with those two respective special rapporteurs including public statements and engagement that we had on those two rights. The idea now is to repeat this and this to become sort of a regular support provided by human rights advice and by the office to actually five clusters of course to continue to raise awareness and knowledge of humanitarians on the different type of work and response that a special rapporteur or also on the UPR the universal periodic review but also to really increase the engagement and that's why it's really good to see this task team set up within the global protection cluster to support the national level and the clusters in the field clusters on that to use this mechanism to enhance their effectiveness in the humanitarian response and that's again very much on data collection and analysis and advocacy and what of course we aim in sort of a longer term is to sort of trigger a longer term engagement by humanitarian partners on economic and social rights integrating a gender and intersectional perspective and really to look at how with the support of the human rights office in the field through our field presences through our participation in clusters how we can formulate recommendation how we can inform policies and programs and sort of develop a more inclusive prevention and response measures to comprehensively address economic and social rights. Next slide please and that will be my last slide. When it comes to the challenges and opportunities and I'll be brief on that one one of the challenge that really that we see across the field presences is really the language packaging. We are trying our best when it comes to this human rights training and capacity building efforts in the field to sort of mystify the human rights base approach. One of the important aspects of the work that human rights advisers are doing and other field presence is really to support and inform an effective human rights advocacy in the humanitarian response. So we need to be specific to humanitarian context and really try to resonate with partners and include formulation of protection outcomes that really speaks to humanitarians. That's one thing that really makes us believe that the engagement with the human rights mechanisms can be a very powerful tool for promoting domestic change if it's done strategically and that's very much based on the discussion we have and this regular discussion and engagement with the clusters and it needs to be on the right issue at the right time and in the right way. I just want if I have just one last word to add on the opportunity. I think that the call to action for human rights this SG's initiative and the vision for human rights is really a good opportunity for us at the field level to engage across the UN system and to really work for the office to work with humanitarians and UN agencies and the rest of the UN system to really try to come with this human rights center protection engagement whether it takes the form of this capacity building work or just engagement to ensure a strong human rights advocacy but again to be very strategic in this way. So I'll stop here I guess sorry if it was a bit long and I thank you very much and again you have my context at the end of this presentation maybe. Last slide. Yes thank you very much over to you Elisa. Thank you very much Elsa that was fun. I would like to remind that if you have any questions feel free to really post in the chat box so that at the end also Elsa can answer any question you may have. Now as we heard from Elena human rights education is also crucial to empower rights holders to claim and realize their rights. So in this view I would like to introduce you with Kenan Madi program specialist at UNICEF Jordan and Mega Devonard from the Department of Gender and Adolescence Global Evidence of the Oversea Development Institute. So Kenan will give an overview of the Makani program in Jordan from an implementation perspective while Megan will focus more on the findings of the research study about these programs. Over to you Kenan. Thank you. Thank you very much Elisa and everyone. Thank you for having the time actually today to have this great webinar. I will leave the frequently present presentation on the screen maybe and I will leave it first to Megan to start with to take you through what we will talk about and then I will get into her experience about the Makani. Over to you Megan. Thank you Kenan. So yes today we're just going to be talking about some of the opportunities and challenges within human rights education in humanitarian settings to have the next slide please. So Kenan is first going to do an overview of the Makani program. I will then go into a study that we have done of the Makani program and looking at how well human rights education has been embedded within the program. I'll then pass back to Kenan to discuss some of the implementation challenges and then I'll conclude with some key conclusions and policy recommendations. Thank you. Next slide. Thank you very much. So I will not go into the context in Jordan because I think all of you are familiar or somehow familiar about the situation in Jordan. I will go straight to explain what is the Makani program just briefly. So basically the Makani program is a network of community centers where we implement all what UNICEF does. So meaning we start to target children when they are under five so we have two kinds of program from zero to three focusing on the mother and we call it the mother and child or the caregiver and child where they give the mother some of the skills how to deal with their newborn. Then we go a step further when the children are four to five and again we target them with their caregiver to prepare them to school and this is the program where we call the learning readiness. Then we go into two main areas which is the education part we call it the learning support services which is informal education and then complemented with psychosocial support of course then when the children gets to their 13 years old they will be eligible or able to go through the skills building program which has three different components under it which is digital skills financial literacy and life skills going and now we started actually to provide more advanced digital skills all certified as well and then we've targeted also the parents of those children with the better parenting program. So this is what the the mechanic is if we look at this slide if I want to put in the middle like you see the logo of mechanic but also we can put here the core of the program and I will explain about that later is about human rights it's the child protection principle. So this is where the whole program is based regardless of what the children are getting and I will come to this later maybe we go next please. So the mechanic has different competitive advantage so it's a cross-sector program so we provide different type of services inside the same center under one roof so the children can get to the center and get the services based on what they need. It has a very good coverage in terms of focusing on the most vulnerable areas and a group in Jordan with a strong community presence and that's the community presence and the relation is based on relying on a very deep rooted national partner who has been who have been working in Jordan for the long time. We have a good data system which we have all the data which help us for monitoring purposes. We have a good evidence about the impact of the program. One of those evidence is what we what Megan will talk about today. The program is flexible and that helped us through COVID for example so when the COVID pandemic emerged we were able to adapt very quickly. We have as I said before strong capacity a strong national partner with a huge capacity and we have a high ownership of the implementing partner and the government represented it by the Ministry of Social Development. Next please. So the program has developed where in 2015 and of course like all the organization and their response to the Syria crisis in Jordan and the refugee crisis here but then it started to develop differently so in 2016 and it started to adapt to the context as well. So in 2016 for example the majority of the the beneficiary were Syrian refugees and they were out of school actually Syrian refugee while if you look at 2017 that changed where we started to be more 50-50 between the host community Jordanian and the Syrian basically and we started due to the change in Jordan to the acceptance of Syrian children in public schools so that's also reduced the number of out-of-school children because many of those who were out of school referred to school and they became more more enrolled in the public system. In 2018 also here where we started to do more rationalization we started also to go to more direct implementation focus more on the issue related to sustainability the partner we are dealing with and we started to give a big focus on specifically in our centers and refugee camps on the principle related to human rights or the child protection so there was a huge a scale up of the capacity building of the frontline staff specifically in the camps I mean in host communities started earlier but in the camps it took us more time for the frontline to be able to digest those principles and I will come to that later also on the challenges part between 2018 and 2019 we were able to merge everything we do with the human rights principle or the child protection principle so any child who gets to this center they will be able to be exposed to the main human rights or the child protection messages focusing on their rights focusing on the acceptance of the violence for not accepting the violence the bullying accepting others so all of those principles started to be embedded in anything so if a child is getting an Arabic classes those principles were embedded in the Arabic classes the same if they are on the skills building component for example so it started to be the core of everything we does in 2020 of course like all the program around the world we were a little busy responding to the COVID pandemic and we continue again to focus more on the psycho social support and we continue to focus on the child protection approach or the human rights approach as well so this is how the program developed I will leave it to Megan over to Megan for the next over thanks Keenan and so first I'll do a quick overview of the gender and adolescence global evidence program so this is a longitudinal research program that's run over nine years in seven different known medical income countries so we work in Africa in Ethiopia and Rwanda in Asia Bangladesh and in the Middle East Palestine Jordan and Lebanon so we're aiming to find out what works to support the development and empowerment of adolescent boys and girls both now and in the future so in some of these countries we're partnered with different programs so in Jordan we're partnered with Steph Jordan and we have been involved in evaluating the Makhani program next slide please so the research that I'm going to speak about today stems from an article that was recently published in the human rights education review so this is looking at the extent to which human rights education is embedded in two different non-formal programs one in Jordan and one in Bangladesh but for the purposes of this presentation I'm just going to focus on the findings from Jordan next slide please next slide so I'll quickly go over methodology for this research so we had a total of 1593 so in refugee adolescents across a range of research sites in both host communities and camps in former tentative settlements and this was across Amman, Mafrick and Irwin so the quantitative data we focused just on on adolescents age 10 to 14 and in the qualitative we focused on adolescents age 10 to 14 but also some older adolescents age 15 to 18 so we used a range of participatory research methods for example we had focus group discussions with Makhani participants where they were asked to rank various aspects of the program in terms of what had the most impact on them we also had interviews with parents and key informants such as Makhani facilitators and we also ensured that our sample included a set of adolescents who are the most vulnerable so such as adolescents with disabilities and married adolescents next slide please next slide again and so I will talk about our findings based on the human rights framework looking at human rights about through and for so starting at the human rights about so looking more at the content of the program we found that the Makhani program was really centered on a child's rights approach and includes really substantial content on different aspects of human rights such as child protection, food and violence, conflict resolution so adolescents were taught the differences between psychological, sexual and physical violence and the importance of reporting this to a trusted adult so this was reflected in the quantitative data as you can see Makhani attendees were more likely to know where to seek support if they experienced violence compared to those that didn't attend and there's also quite a lot of focus on child marriage and so adolescents were participating in different role plays that focus on the risks of early marriage and as Keelan kind of mentioned where possible human rights education is kind of embedded across the program rather than just taught in a standalone life skills course next slide please so next looking through human rights so looking at whether the teaching methodologies are aligned with human rights values and principles so we found that the Makhani program had a very participatory approach with teachers using more open dialogue and discussion which was quite stark contrast to the more authoritarian style that you see in formal schooling where there's often quite a lot of emphasis on corporate punishment so this was something that the adolescents in our sample really valued and they enjoyed the kind of chance to have more open discussions and participate more during sessions at Makhani the program also encouraged social cohesion between different nationalities of host and refugee students and again this is something that participants highlighted the key benefit of the program other participants highlighted that they learned about inclusion through interacting with adolescents with disabilities next slide please so finally on for human rights so this is looking at whether individuals are ultimately empowered to be able to exercise their human rights and respect the rights of others so we found less examples of this in our findings but we found that some adolescents that particularly were participating in the social innovation labs where they were taught to apply their learning to different problems that they wanted to tackle in the community and had learned kind of wider skills such as the importance of volunteering and leadership skills additionally we found that Makhani participants were more comfortable expressing opinions to older people compared to those who didn't participate so although these are not directly linked to human rights they are kind of building the skills that adolescents need to be able to exercise their human rights in the community and respect rights of others so we also found examples of adolescents who after participating in Makhani were kind of demanding their rights using child marriage or trying to assist them they stay in education they were also kind of passing their knowledge on to their parents and to their peers around them as well next slide so I'll pass back to Keenan now who is going to talk about some of the challenges in Makhani thanks next please thank you Megan thank you very much so basically some of the challenges we have faced on the ground and the implementation of the program was for example to introduce those concepts to the front line staff and specifically in the refugee camps so in the refugee camps we were relying all of our front line are from the refugee themselves living in the camps as well so it was a bit challenging at the beginning to introduce those new concepts for them we're talking about child labour early marriage for example the the rights approach all of those were new to many of the facilitators specifically that many of them they didn't have such a background or they were not exposed to such ideas before and that's why we had in 2018 to to invest a lot in the capacity building of those facilitator and to a larger extent we were successful in building their capacity and knowledge I mean and in that terms the capacity was about convincing them about the importance of those rights or what are those rights and how they are important and reflect should be reflected on the children life as well and and their own life as well as a as a facilitators and living in the camps settings uh basically and the second point actually it I mean it's funny Alyssa and I we were in a for in a in a mechanic center just two weeks ago and after we spoke with the children and interviewed and had some nice chat with them they were telling us about their knowledge how they know their rights and they know everything about that and so we saw their knowledge and we touched the the knowledge they they have but while we were leaving we had a Syrian woman a refugee coming to us speaking knocking on our car and asking for food saying she doesn't have any more money to feed her children and actually her children were inside the center in that class where Alyssa and I we were interacting with those children and then and this is what we face all of us and all of you were either working in the field now or have been in the field at a certain point and what we teach and the capacity we are raising and then the and for the awareness we are raising about the human rights approach not necessarily match with the reality in the ground meaning we talk about the rights for education for example but now with COVID and the school closure and in Jordan and many other countries and around the world many of the children were left behind actually they didn't have access to online platform they didn't have access to internet so then this is there's a gap between what are those what the rights are and what what realities however I mean it's good to tell them what they should have but also reality is still very tough for them how to mitigate this from our side we link this program to other program which provide cash for example but it's never enough I mean whether UNICEF or all the other UN agencies or NGOs are doing it's not enough to to help this a huge number of refugee in Jordan and that Syria and the countries around Syria engineered third point there was some pushback from parents and caregivers for example so we had an incident where actually a father will come to the center to tell us how come you are teaching our daughters such a concept about early marriage so they thought that we are teaching them bad things which could reflect on them badly as a family however how to mitigate this as well we in our program we started to focus on the parents as well so that's why we have a big components focusing on the better parenting and introducing those concept to the parents as well not only the children it was hard to maintain this approach during covid because everything shifted to remote support we mitigated by continue mainstreaming those messages whenever we can but still it was challenging and I mean a big question how those awareness raising and how those concepts will influence the life of those children on the long term and this is why of course we have this cooperation with gauge over nine years to know how this could be translated on the long term and that's going to help us to understand the impact on the longer long term better over to you Megan thank you thank you so yeah I'll quickly go through the conclusions and recommendations so I think what we found is the McKinney program provides a quite good example of promising practices within human rights education and draws attention to the inherent value of including human rights education within the humanitarian response particularly within fostering social cohesion and directly challenging some of the more culturally sensitive topics such as child marriage and gender based violence when we compare this to other programs that we've we've looked at often that's the area that it's lacking in terms of challenging those kind of more culturally sensitive topics so finally just a few recommendations just to ensure that programs are properly resourced particularly with regards to facilitated training integrating human rights education in the program design stage promoting social cohesion through having mixed nationality groups and ensuring a safe environment with really strong reporting mechanisms thanks and then just the final slide if you want to find out more about the research we've done the article that this has been based on is available on our website and on the human rights education review website as well thank you thank you very much Kenan and Megan for this presentation and also for really bringing the reality to us so I have now some questions that we received and I can start maybe with Megan and Kenan since so a couple of questions one is what are your lessons learned if there is a similar program being set up in other operations and you already partially respond to this but maybe if you can give us more details and the second question also for you is how do you measure impact of the Makani project thank you very much over to you Kenan and Megan so I'll start with the last question on the impact of course we have our own impact evaluation as a as UNICEF so each component has its own impact evaluation we do the evaluation which we do for instance now we just started a summative evaluation which will focus on three years of the implementation and in addition to that we are partnering with organizations like ODI to do a third party evaluation which we are not we are part of it of course for the coordination for the for all of that but we see the findings like anyone else when they do that for example what Megan has explained I have seen it after it was published so it's I mean to be clear it's nothing that we can influence so we have three layers of evaluation as I said first what we do regularly based on each component pre and post the monitoring we do and then second the evaluation which we do every two or three years depends on the size of the program and third and partnering with such like world-class organization like ODI and the Gage initiative so I missed your first question Alyssa was it about if we want to implement the program in other countries yeah I know we what are the recommendation if there is a similar program that can be set up in other operations I think I just want to say and I will leave to make it because she touched base on the recommendation as well I just want to say it's very easy to once you have the buy-in from the front line staff it's become very easy because they are the one who are interacting with the children and their parents on a daily basis and they are the one who most likely are from the same community as well so it's very easy for them to influence that so you just and it will take time it will take time for them to buy it because some of them they will have personally something against an early match for example and this is what we face in the camp but then this is one too to put in a place a very good monitoring system and structure to monitor this knowledge and to to make sure whenever there is a monitoring visit whenever there is an interaction with those front line staff that we are asking if those messages are being implemented or not and included in any evaluation we do across the three pillars as I said like the own organization evaluation on day-to-day basis the evaluation which any organization does every three years or and anything we do so I think it's easier than it looks once you have the buy-in of the front line staff and this is where you have to start from the beginning to focus on those concepts in my opinion Megan over to you if you have any question I'm happy to answer more and I hope that answered the question if not please ask me again and I will expand over thanks Keenan yeah just to build on some of the points that Keenan has mentioned so I think having really strong facilitator training is quite key when we've looked at the program in Bangladesh that was one of the things that was quite lacking within within that program that Makani really did have similarly having these really strong reporting mechanisms and working really closely with the community to kind of tackle some of these more entrenched social norms especially regarding child marriage and child labour and things like that um yes I think Keenan kind of covered quite a lot of the points for that so I think that's that's all from me and at least I'm sorry just to go back I'm very sorry but I just want to say also part of the evaluation we are doing is a lot focusing on controlled group so we just finalize for example an evaluation about the informal tentative settlement and who are served by UNICEF or other agencies compare them to those who were left behind actually because of funding purposes nothing else but you can see the difference when you do the controlled group and I really recommend for such and this is what the Gage did as well I mean focusing on on controlled the groups or comparing two groups together because that's give us more better understanding and on the impact over from my side thank you thank you very much both now I will have a question for Elsa so the first question is the in regard to the work done by the OHS what advocacy has been possible or opened by the office with states and second also what would that be happening in the UN forums mainly or directly with states so that's the first question for you thank you Elsa thank you Elisa and thanks for the question so well very briefly what I can flag first of all the special rapporteur or human rights mechanism a special rapporteur and for all of you to know we have 44 thematics special rapporteurs and and 11 country mandates as of today I think you can do a number of things one is of course to to engage with all stakeholders NGOs UN agencies and states together informational on the realization of each right so if we talk about what we've done with the special rapporteur on the right to health so we've started doing this very much like the idea was to to collect all the information about the right to health in in Syria we have issued at least two statements in 2016 and 2017 and I can send you the link right now or just after I respond to the question those statements are a way to not only address a number of violations but also remind the IHL and human rights framework and you will see in the statement there was one 2016 about attacks on health care and and another one with the special rapporteur on the right to food on besieged areas and the violation of the right to health and the right to food including an eastern Ghouta which is a besieged area so that's one thing then there is also the possibility to to engage in a dialogue with the government and that's also something that is being done through what we call communications and then and then finally one of the other avenues of course the reports that a special procedure will present to the human rights council and the general assembly on a regular basis so so that's one thing just to mention there is a tendency of indeed prioritizing this first communication with the government and then a statement to address the violation and to suggest sort of public advocacy but that's very much based on a communication with the with the government what we're doing now and that's really based on the previous engagement with the previous special rapporteur is that we are re-engaging with the new special rapporteur on the right to health who is a medical doctor from South Africa she's specialized in sectional reproductive health and rights and she has expressed interest in engaging and re-engaging with us so we were working with UNFPA and the GBV subcluster as well as with colleagues like physicians with human rights and and Syrian NGOs to to re-engage with on on this issue on the second question so as I said I mean there is indeed this this public advocacy through statement but we also did a round table we organized a round table in Gaziantep few years ago with the special rapporteur who came to Gaziantep to join a round table co-organized by us and the health cluster NWHO as well as with other other stakeholders and colleagues on SRHR on attacks on health care and on mental health and that's something that we are re-addressing and we are doing again soon as well as we are exploring other avenues so again just to conclude the very variety of actions and intervention that a special procedure can take and very much based on the context and the context analysis of course thank you over to you thank you very much Elsa I have another question that I will ask also to Elena so what like from the UN agency how this is working in the context of the UN delivering as one yeah okay um but first of all just to give you an example um this current phase of the world program for human rights education which is focusing on human rights education for youth is being let's say on our side on the UN side designed and implemented at least from what we can contribute as UN very closely between the office of the air commissioner UNESCO and the UN youth envoy of the secretary general you may know that the secretary general has developed and launched in 2018 a youth strategy and therefore we are really bringing together main partners within the system in order to implement together this program that is focusing on the common priority audience so this is just to say that it is actually at least the work we are doing now focusing on human rights education for youth it is a UN wide the priority and implemented with other entities jointly of the UN system I wanted also to respond to another issue that was raised which is the issue of good practices what good practices are available for you colleagues working also in the field on other practices in other places that can be replicated or can be of inspiration actually this is an area where we realize that really documenting and sharing good practices can really inspire good action in from one place to another or from one audience to another and therefore we have been really focusing on building documenting good practices as well as compiling them and organized meetings also in that context to bring together good practices just to give you some examples and some ideas and materials that you are available to you for instance a few years ago it was in the context of the fifth anniversary of the UN declaration on human rights education and training we organized we developed together with other partners including Sogakaka International we see here with Elisa representing a movie to document stories of human rights education programs that have made an impact on the life of people and we produce a movie that is available on the human rights education and training section of our website that you will have a link soon on the chat a movie on stories for instance on human rights education programs for school children this was a program in in India or human rights education programs for women's victim of violence in Turkey or human rights training programs for police in Australia and explaining how these programs have really made an impact and change lives both of individuals but also of their communities and this is a movie that is available for instance and you can use also for educational programs in your settings we have published compendium of good practices for instance in the school systems and those are also available on our website but interestingly we have been for many many years now compiling materials that have been used in different countries and we have now a resource collection of more than 400 materials that are that you can search online through our library catalogue and again that is available in the entry to that catalogue is available now a human rights education and training webpage another thing that we've been doing is as I mentioned organizing meetings of practitioners to share good practices just to mention some of them very recent in 2017 we had the international conference on human rights education in Montreal which is documented also you can find the information through our website and we are now publishing a companion of good practices that have been presented at the conference in 2019 we organized an all youth session on human rights education for youth in the context of the human rights council social forum and that is also the brought young people to tell about their practices of human rights education and that's also the report of that meeting is available on our website and just to invite you to be to continue to stay engaged on this issue in September we are organizing a high level panel at the UN Human Rights Council September 2021 on good practices on human rights education for buying with youth and that will be webcasted so you will be if you are interested that you can attend online you know by webcast you can attend the the panel and also learn about good practices at different levels governmental national human rights institutions civil society practices particularly focusing on human rights education for youth so stay tuned and check regularly our webpage where we post information about these materials thank you thank you very much Elena thank you and we do receive we did receive another question for Elsa so in some context the protection sector struggles with being able to conceptualize the critical connection between human rights and the sector's work so Elsa can you please share some challenge in demystifying human rights to protection actors and also sharing a successful approach that may have led that the protection actors are knowledge and the obvious and working better with human rights approach or incorporating human rights frameworks in your work thank you thanks Elisa for the question can you repeat the beginning of the question I think I missed that so I couldn't hear well yes sorry that in some context like Syria the protection sector struggles with being able to conceptualize the critical connection between human rights and the sector's work so I mean the as protection actors very often there is the yeah it's very difficult to to show this connection with human rights and like the protection work starts from a framework of human rights violation as causative factors and conceptualize our protection work within that yeah um indeed I mean it's that's why I actually started by saying that the the importance of the importance of the work of HRAs was really at the beginning to to spend time with each clusters and and beyond the protection cluster I would say and that's that's part of the the centrality of centrality of protection rights to to ensure that this IHL and human rights framework was largely discussed in each of the sector and in each of these rights with the with the participation of the protection sector as part of the protection mainstreaming right and and I think that this is the first stage and the first step towards human rights training to ensure that not only there is an awareness on the on on the rights and on the framework on the legal framework as well as on the options to address the the needs for for you know stronger monitoring stronger analysis and stronger advocacy so there's a number of issues but what I can say I mean I what I can say is that what we did was really to work with the protection sector and other sectors also with OSHA to identify those areas where stronger and further analysis was needed and that's why the what we call the the the package that the OACHR Syria team is working not only with the monitoring team and the legal advisor allowed us to actually respond to those needs in terms of analysis so we came up with those legal notes and again there was a note of course on attacks on medical units under IHL that actually led to this protection outcome and and and and advocacy and and other and many other notes so I don't have any specific example but what I what is important here is really to to look at the way we've managed based on this first and an initial understanding of what protection is and how human rights protection is part of the overall definition of protection how that led to a better collaboration between us as human rights actors and the protection actors so I don't know if I responded to the question very well but very happy to have a bilateral discussion but again I can unpack with other examples thank you thank you very much Elsa I don't know if Valery you want to add something or I think it's very interesting yes and we are coming to the end thank you okay that's great thank you so sorry I moved to myself so we received another question if there is any plan to organize a webinar focusing on South Asia so as Valery said this was really the first webinar so of course any suggestion is welcome and I would invite the person that drove this question in the chat box to contact me is I and Valery to further take this I don't know if there is any more question from the participants we still have about yeah 10 minutes and if not maybe then I will pass the last word to the speakers for the final word maybe I see someone no maybe Megan would you like to say like a concluding final word to the participants of course I mean first let me thank you all for taking the time to attend and again I think from our experience on the ground this is something which paying off for us so we started with this concept a couple of years ago and now we can see that change happened so as I said whenever we do any evaluation or we look more into details it is this and you have seen Alisa maybe in on the ground as well when we visited the center those concepts are being embedded now and this new generation which is so vulnerable and unfortunate generation at least the one we are targeting and I think again it's easy to implement I just I mean recommend to have it from the beginning as Megan said from at the beginning of the program design and have it and I believe it should be in any program which any agencies implement so when I leave Jordan and once I leave that this program to my next duty station I will carry those idea with me and I think it's always successful and will have a huge impact on those vulnerable children and thank you again Megan over to you. Thanks Kenan and yes thanks for the opportunity to present here it's been a really interesting discussion so I think just summing up I think what we've shown is that human rights education is really a kind of integral part or should be seen as an integral part and a core pillar within the humanitarian response so I think often there's more focus on just access to kind of more formal education but I think what we've shown here is really the importance of these wiser life skills particularly for vulnerable refugees where they've often had kind of experiences of rights violations and particularly in kind of fostering social cohesion and allowing adolescents to kind of be more aware of their rights and how to kind of access them and respect the rights of others but thanks very much for this great webinar. Thank you very much Kenan and Megan and thank you again very much for this opportunity I think we can probably I saw the number of requests from participants to replicate this kind of discussion at the regional level or very much supported this idea. I would say that there's a number of opportunities that we have through the engagement with the field protection clusters including this work that we're doing all together on the protection analytical framework for example or really to mainstream the human rights based approach as far as we are involved at the field level so we're very happy to continue to support that and again as Syria is concerned a lot of possible discussion with the protection cluster here so thanks again Elisa and Valerie thanks over to you. Thank you very much Elsa for participating and over to Elena. Yes thank you very much maybe my just a little reflection at the end of this session we need to be clear that human rights education is one intervention out of many other interventions that can address a problem in a specific situation for specific people right so human rights education and training does not happen in a vacuum and is going to be the you know the solution to all problems. Among other interventions there are many there are human rights monitoring and investigations human rights advocacy institutional reform to make sure that human rights principle are embedded in institutions in their policies but also in their practices and so on so let's not be unrealistic but but on the other side through all this work we have been doing for instance in the office in documenting good practices in the area of human rights education one thing that I may say that when human rights education is well conceived when is implemented in a methodologically sound way when you focus on the learners and on an assessment of the learning needs rather than on what the trainers know and want to bring to somebody human rights education can really work. We have seen for those of you where I know Elisa was involved in Geneva we have seen young children are coming from very disadvantaged and vulnerable communities and in particular I'm talking about the story of India where the way our children went through this human rights education program in villages where female infanticide for instance used to be a practice right just a girl being born a female or you know knowing that there was a girl being to be born was there was a practice of killing. So in this kind of situation so we have seen the human rights education program bringing a change starting from the children who at school were learning about human rights and girls rights moving to the parents of these children because the children would bring this issue home and from the parents going out to the village and changing these practices. And just to give you an example a child who more than 10 years ago went through one of these human rights education program two years ago she came to the UN to speak against caste discrimination and education for instance in India speaking to the human rights council. So this is to say taking again a good understanding that human rights education is not the only solution when it's well done it is part of the solution. So very much encouraging you to get more and more involved in this area and of course we are at your disposal for any assistance we can provide. Thank you. Thank you very much Elena. Valery would you like to thank you so much Lisa and colleagues dear participants and panelists I think the discussion proves how much there is yet to be done and what is the scope of how we can really use the human rights education going forward in humanitarian settings. Examples such as Makhani is a very good one not the only one of course but yet much to be done and as it was said the human rights engagement task team will be in touch and we hope to provide you with more resources tools opportunities to engage and exchange around this topic so we would be happy to bring you on board if you're interested please get in touch. Thank you so much Lisa over to you. Thank you very much Valery and thank you very much again for your time in participating. I just would like to conclude by saying that indeed there are really these practices are not known I mean I see here Julia Capone she's from an NGO called Vento di Terra is a very small NGO that also works in Jordan but actually they also do human rights education. So I would really encourage these good practices somehow to be shared because that's what we really need. So thank you so much everyone and hope to continue this discussion with you all. Bye bye. Thank you so much. Thank you. Thank you so much. Hope to see you. Thank you everybody. Yeah thank you.