The previous part, the needs assessment, was meant to identify the learners, local problems, local history, local institutions, local living styles etc. The last part is also meant as a confidence-building measure between the contributors and the teachers. The more effective this dialogue is conducted, the better the goal setting.
The goals of HRE can be divided into four parts:
1. Collection of empirical data:
What happened, and what is happening? It is not enough to look at historical events related to HR (e.g. the Holocaust), one also needs to teach the importance of critical evaluation of factual data and the limitations of historical accounts of events and stories that influence the way participants perceive their problems. The dept of analysis will vary according to the level of the learners. The main goal is to help students appreciate accuracy in the use of factual data.
2. A human rights evaluation:
of the situation, events and/or circumstances to help students determine whether there is a question of a human rights violation and its relative seriousness ( as well as identifying HR success stories). Here, the evaluation criteria are based on international and domestic law.
3. Cause-effect analysis:
Why is this happening? What are the causes? (Social, political, cultural etc) This might evoke many an ideology and opinion, however, the educator’s main role is to help learners understand the social processes at work so that they can see how they can remedy the problems.
4. Response options and strategies:
There exist many possible responses, both for the short and long term. Options and strategies are conditioned by many factors and it is hard to predict outcomes. Freire’s study define empowerment as a major goal of HRE and argue that attaining this goal requires activities that prove to the learners that they can make a difference, namely they can reduce violations. Many HRE programs still fall in this category.
The following questions address the four goals:
a. What are the specific ways human rights violations impinge on the learners’ lives? (Empirical information and human rights evaluation)
b. Which of these violations are the most relevant and most susceptible to benefiting from an educational program? Why?
c. Are there obvious social causes for these patters of HR violations? (Cause-effect-analysis)
d. What are the principles or ways of interpreting the situations that this group of learners needs to understand in order to be able to deal actively with the problems that impinge on their lives, now and in the future?
e. What skills and resources do they need to become empowered and have an impact?
f. Given these conditions, what would be a reasonable goal or set of goals for a human rights program?
g. How can human rights goals be combined with other educational or practical felt-needs and activities such as SUSTAINABLE DEVELOPMENT, literacy, health, economic development programs etc?