This part moves from goals to the selection of the content that seeks to attain those goals. Too often programs are defined by the availability of materials rather than the analysis of need. What is the most important content on the basis of the goal-setting analysis? The aim is to ensure that both goals and content match the motivations, interests, and needs of the learners. We may define content by answering questions such as the following (referring to both students and teachers):
a. What information on human rights standards and procedures are needed in such a situation?
b. What do the learners need to know about the social institutions affecting, adversely, or otherwise, the recognition and implementation of the rights in question?
c. Are there other initiatives taking place within the school system which will affect (positively/negatively) this project, and in terms of selecting content? How can they be complemented?
d. Are there other organizations that may be implemented at this planning stage, or at other times?
e. What are the other findings of the needs assessment process that help define the content implied in the general goals of the education and training programs?
f. TRANSPOSING GOALS INTO COURSE CONTENT:
1. What are the priority topics to be covered?
2. In terms of the rights to be dealt with?
3. In terms of the institutions to be examined?
4. In terms of the social problems to be analyzed?
5. In terms of desired outcomes? (Actions, attitudes, learning, skills etc?)