This training course will develop the competences of participants to act as trainers or multipliers for human rights education in the context of regional, national or local training courses organised by partner organisations making use of  COMPASS and supporting the implementation of the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education.

• To strengthen participants’ understanding of key concepts of human rights education with young people.
• To review and address the essential competences, skills and attitudes for trainers working with human rights education in non-formal learning settings.
• To familiarise participants with the approaches and activities of Compass (the manual on human rights education with young people) and with how to best use it and adapt it to local contexts and realities.
• To analyse current developments and new trends in human rights education, including online learning and activism, throughout Europe.
• To motivate and enable the participants to actively use information and communication technology as part of their own learning and in their human rights education activities.
• To associate the participants and their organisations with the priorities of the Youth Department of the Council of Europe related to human rights education and to the implementation of the United Nations World Programme for Human Rights Education.
• To contribute to the development of networks of trainers on human rights education with young people and to the mainstreaming of human rights education in youth work and non-formal learning.

The course is designed to give participants the opportunity to experience and reflect upon activities and concepts central to human rights education based on experiential learning approaches. It is also designed as a mutual learning situation, where participants can compare their approaches to training and to human rights education across Europe in a dialogical intercultural approach and environment. Contributions from experts in the field of human rights will establish a theoretical framework and a common reference point for learning and communication, and there will be opportunities learn by using COMPASS. The course is also built around the expectation that participants will put in practice their learning by developing and implementing a human rights education project throughout the course. The e-learning and follow-up phases are a full part of the course structure and approach, even if the training seminar at the European Youth Centre Budapest remains the most important and visible phase.

The course contents and methodology are designed so that the participants will be able to develop (or begin developing) core competences for trainers in human rights education with young people. The list of competences below will be the reference for planning and monitoring learning in the course:

• Knowledge of major instruments for the protection and promotion of human rights and the ability to connect them with the lives of young people;
• The capacity to converse and to facilitate conversations on global and contemporary human rights threats and challenges;
• The ability to introduce human rights education as an educational concept in an autonomous and credible way;
• Awareness about human rights violations and abuses at both global and local level, and the ability to act upon them using human rights education;
• Knowledge about the relevant programmes and instruments of the Council of Europe for youth and human rights education and ability to connect with global initiatives such as the Sustainable Development Goals and the World Programme on Human Rights Education;
• Critical thinking skills and the ability to create multiple perspectives on contemporary human rights issues and dilemmas;
• The capacity to recognise and address the values and ethical norms underlying human rights education;
• The capacity to be an advocate for human rights education and to liaise with stakeholders concerned with the promotion of human rights education at a regional, national and local level.
• Intercultural learning competences, including empathy, tolerance of ambiguity, and distance to social roles in training situations;
• The ability to use COMPASS including the adaptation of its activities taking into consideration local realities, social contexts and the needs of target groups;
• The ability to constructively deal with conflict in the context of human rights education activities;
• The capacity to develop and manage human rights education activities following the quality standards for education and training activities of the Youth Department of the Council of Europe;
• Practice in and awareness of the use of information and communication technology in training and the related human rights issues;
• Understanding key principles of non-formal education and their application in human rights education;
• Knowledge and understanding of different approaches to learning;
• The capacity to assess and evaluate the results of human rights education activities and programmes;
• The ability to work co-operatively;
• The capacity to design and deliver human rights education activities;
• The ability to facilitate learning processes in non-formal education based on Compass
• The ability to recognise and translate human rights value framework into personal, social and professional actions;
• The ability to plan own learning.

This phase will support participants to acquire core knowledge on human rights and human rights education which will be further addressed in the residential seminar. This phase includes also work with self-assessment of competences and personal learning planning. Full participation in this phase is a pre-condition to be invited for the residential seminar.

The seminar is an important moment for learning and skills developments within the training: the trainers and participants work together face-to-face in an intercultural environment where intensive group work supports individual learning. Participants will experience and explore activities and approaches from Compass as a starting point for learning further about training and human rights education. The seminar will finish with the finalisation of the planning of the human rights education projects to be implemented by the participants after the course. The seminar will take into account the evaluation of phase 1 and set the individualised learning objectives for phase 3.

This phase will consolidate learning of participants through their follow-up projects and activities, supported by the network of participants and trainers. Some new learning units will be proposed based on individual needs and priorities of participants.