Training Skills For Community - Led Human Rights ... · PDF fileHuman Rights Radio Programmes in Zambia ... Training Skills for Community-led Human ... time off from their daily programmes

Published in 2008Lusaka, Zambia

For Information Contact

Human Rights HouseIndependence Avenue P.O. Box 33812LusakaZambiaTel: 0260-211-251327 / 57Fax: 0260-01251342E-mail: [email protected]: www.hrc.org.zm

Authors – OneWorld Africa:

Gay NyakwendeKelvin Chibomba

Editing and Quality Assurance:

Priscilla JereSamuel KasankhaSimon Mulumbi

Design and Layout:

Kerson K. Phiri Oscar Chisenga

ii

iii iv

Training Skills for Community-led Human Rights Radio Programmes in Zambia

A training manual for human rights practitioners wishing to engage broadcasters in human rights radio programmes

A Human Rights Commission Project Supported by the United Nations Development Programme (UNDP)

Human Rights Commission

iii iv

Acknowledgements

This training manual is a result of a process that began with a capacity development workshop for community radio stations convened by the Human Rights Commission (HRC) and United Nations Development Programme (UNDP). The workshop held in Chipata ran from 12th to 16th May 2008 and was facilitated by OneWorld Africa (OWA) and Women in Law and Development in Africa (WILDAF))

Further training sessions engaging communities in human rights radio programmes were conducted by HRC and OWA in Lundazi and Chipata from 23rd July to 3rd August 2008. Communities served by Radio Chikaya and Radio Maria produced radio programmes which were aired, monitored and evaluated from 9th October to 15th of November 2008.

Special thanks go to the personnel from Chikaya, Maria, PASME, Breeze FM, and Petauke Explorer radio stations, who participated in the human rights orientation Workshop and whose valuable comments have been incorporated in this Training Manual.

The Human Rights Commission, the United Nations Development Programme and Women in Law and Development in Africa whose input during the Training Workshop informed the design of the Manual

John Mtonga – the Station Manager for Radio Chikaya who availed his dedicated team namely; Richmond Mtonga, Rhoda Phiri, Paul Mseteka and Bertha Chilembo to collaborate with HRC and OWA in establishing human rights issues amongst communities in Lundazi.

Father Kwaku of Radio Maria who availed Chaibu Nkhoma, Christopher Banda and Dorothy Chisi to work with OWA in establishing human rights issues amongst some communities in Chipata.

Special gratitude is extended to Mr. Ngande Mwanajiti for the expertise and advice throughout the process.

The producers remain externally grateful to community members in Lundazi and Chipata who took time of f from their daily programmes to participate in the capacity building process.

Foreword

The need for knowledge in and understanding of human rights is an of t stated pre-requisite for the fight for a free and just society which upholds or promotes dignity and justice for all. History has recorded how important mass media outlets like newspapers and (especially) radio have been used as the voice for hate propaganda causing people groups to turn on each other, and to engage in genocide and other destructive vices.

Media practitioners need to have good working knowledge of human rights, not just that they may be on full guard against being abused by being turned into hate propaganda mouth pieces or outlets but also, from a positive perspective, that they may ef fectively develop, design and broadcast programmes that sensitize on human rights in such a way that people are not just aware of them but can claim them, just as they can seek redress when violated and can also alert others in their community about their rights. The media must indeed understand and bring it out to their audiences that there is a relationship between human rights and sustainable development, that human rights af fect their whole spectrum of life.

As a domain of study, human rights is not easy and straight forward. It is complex, loaded with thoughts that challenge for debate with much discord resting on regional, cultural, religious and other jealously held beliefs and orientations, and is changing frequently through the adoption of new instruments, treaties, declarations etc. The methodology for instruction must therefore take cognizance of the varying levels of education of the targets. What may be easy to comprehend for a university class or a gathering of school teachers at a workshop may in ef fect be a mountain to climb for community radio personnel or community workers from community based organizations, who are derived from dif ferent academic and professional backgrounds. Af ter all community media are community owned, community propelled and with the regular use of local languages and the intended capture of local issues for broadcast, they may not necessarily command high levels of education as to adapt to the lecture method of instruction.

Participatory approaches of instruction or learning, as outlined in this manual, are therefore most suited in bringing human rights to a level where spontaneous target audiences like those from community media can understand, appreciate and even enjoy learning about them. This training manual is therefore a most welcome tool for instruction in human rights as the Human Rights Commission engages more and more with community radio stations across the nation in the dissemination of human rights knowledge, information and education.

ENOCH MULEMBE

DIRECTOR, HUMAN RIGHTS COMMISSION

v vi

Acronyms and Abbreviations

1. HRC ……… Human Rights Commission

2. UNDP ……… United Nations Development Programme

3. OWA ……… OneWorld Africa

4. UDHR ……… Universal Declaration of Human Rights

5. ICESCR ……… International Covenant on Economic Social and Cultural Rights

6. ICCPR ……… International Covenant on Civil and Political Rights

7. CEDAW ……… Convention on the Elimination of All Forms of Discrimination Against Women8. CRC ……… The Convention on the Rights of the Child

9. CAT ……… Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment10. MDGs ……… Millennium Development Goals

11. FNDP ……… Fif th National Development Plan

12. MISA ……… Media Institute of Southern Africa

v vi

1 2

Table of Contents:

1.0 Training Manual Overview 2 1.1 Training Manual Objectives 41.2 Understanding The Training Manual 51.3 Training Methodology 6 Understanding Human Rights 81.5 Defining Human Rights 92.0 Sharing Human Rights Experiences 102.1 Understanding The Three Generations of Human Rights 112.2.2 Civil and Political Rights 122.3 Economic and Social Rights 162.4 Solidarity and Group Rights 192.5 Human Rights Obligations 203.0 Human Rights and Development 213.1 Human Rights Provisions in The Zambian Constitution 234.0 The Media and Human Rights 255.0 Content Generation and Creative Packaging of Human Rights Radio Programmes 276.0 The Duality of Zambian Laws and Human Rights 297.0 Women Have Rights Too! 318.0 Do Children Have Rights? 34 Empowering Communities to document Human Rights Issues 359.0 Approaches To Human Rights Program Development 3610.0 Organs on Human Rights In Zambia 3811.0 Networking For Human Rights 39 Important Human Rights Instruments 4112.0 Universal Declaration of Human Rights (UDHR) 4213.0 International Covenant on Civil and Political Rights (ICCPR) 4414.0 International Covenant on Economic, Social and Cultural Rights (ICESCR) 4515.0 The Convention on The Elimination of All Forms of Discrimination Against Women (CEDAW) 4616.0 The Convention on The Rights of The Child (CRC) 4717.0 African Charter on The Rights And Welfare of The Child (ACRWC) 4918.0 African Charter on Human and People’s Rights (ACHPR) 5019.0 The Convention Against Torture and other Cruel, Inhuman or Degrading Treatment or Punishment (CAT) 51 Planning a Workshop 5320.0 Inviting Participants to a Workshop 5421.0 Conducting Introductions 5522.0 Evaluating A Workshop 5623.0 Sample Evaluation Form 57 Appendix 1 59 Appendix 2 62

1 2

Table of Contents:

1.0 Training Manual Overview 2 1.1 Training Manual Objectives 41.2 Understanding The Training Manual 51.3 Training Methodology 6 Understanding Human Rights 81.5 Defining Human Rights 92.0 Sharing Human Rights Experiences 102.1 Understanding The Three Generations of Human Rights 112.2.2 Civil and Political Rights 122.3 Economic and Social Rights 162.4 Solidarity and Group Rights 192.5 Human Rights Obligations 203.0 Human Rights and Development 213.1 Human Rights Provisions in The Zambian Constitution 234.0 The Media and Human Rights 255.0 Content Generation and Creative Packaging of Human Rights Radio Programmes 276.0 The Duality of Zambian Laws and Human Rights 297.0 Women Have Rights Too! 318.0 Do Children Have Rights? 34 Empowering Communities to document Human Rights Issues 359.0 Approaches To Human Rights Program Development 3610.0 Organs on Human Rights In Zambia 3811.0 Networking For Human Rights 39 Important Human Rights Instruments 4112.0 Universal Declaration of Human Rights (UDHR) 4213.0 International Covenant on Civil and Political Rights (ICCPR) 4414.0 International Covenant on Economic, Social and Cultural Rights (ICESCR) 4515.0 The Convention on The Elimination of All Forms of Discrimination Against Women (CEDAW) 4616.0 The Convention on The Rights of The Child (CRC) 4717.0 African Charter on The Rights And Welfare of The Child (ACRWC) 4918.0 African Charter on Human and People’s Rights (ACHPR) 5019.0 The Convention Against Torture and other Cruel, Inhuman or Degrading Treatment or Punishment (CAT) 51 Planning a Workshop 5320.0 Inviting Participants to a Workshop 5421.0 Conducting Introductions 5522.0 Evaluating A Workshop 5623.0 Sample Evaluation Form 57 Appendix 1 59 Appendix 2 62

SECTION 1

Training Manual Overview

PrimaryUsers

This manual is a resource for human rights practitioners keen to employ interactive, participatory approaches to imparting human rights knowledge to community broadcasters

3 4

This human rights training manual is segmented into four Sections namely:Section 1 - Training manual overviewSection 2 - Know your human rightsSection 3 - Empowering communities to document human rights issuesSection 4 - Human rights instruments

The manual is informed by observations made during the human rights orientation workshop conducted in Chipata from the 12th – 16th May 2008 with five community radio stations - Maria, PASME, Breeze FM, Chikaya and Petauke Explorers. Participants expressed the need for more simplicity and relevance of the subject matter.

The manual is also informed by a series of human rights capacity development with Radio Maria and Radio Chikaya which was conducted from the 22nd July to the 3rd August 2008. Specific examples from a series of participatory appraisals with men, women and youths within the reach of the two radio stations will be given in this module. Such trainings and interactions culminated into the development of 13 community initiated human rights radio programmes. It is therefore important to note that most of the human rights cases cited are community related and are by no means exhaustive.

Recommendations of the 2006 HRC Community Radio and Human Rights Knowledge and Attitudes Survey will also strengthen the content for this manual.

Technical assistance and inputs provided by the Human Rights Commission and the United Nations Development Programme have proved relevant for the finalization of the manual.

Common issues which came to light during the training, participatory human rights appraisals and the survey include the following:

Land disputes, property grabbing, violence against women, early marriages, school drop-outs and push-outs, defilement, forced evictions from chiefdoms, discrimination of persons with disabilities, arbitrary arrests/detention by chiefs, human rights violation through acts of witch-hunting, and maladministration of justice in the courts of law and traditional customs and arbitrary use of authority by chiefs

3 4

1.1 Training Manual Objectives

a. Provide community radio stations with a tool and methodology for the production of sustainable human rights-based programmes

b. Provide community radio broadcasters with requisite skills for enhancing their capacity to engage communities on human rights issues

c. Enhance community radio stakeholders’ capacity in linking human rights to development

5 6

1.2 Understanding The Training Manual

Of note in using this manual is that the trainings should be based on personal experiences of the communities and the facilitator is expected to bring out such issues to inform any training. Training should not necessarily be about human rights instruments but such instruments should serve as a guide to the discussion of specific human rights issues. As issues are discussed, reference should be made to the appropriate specific instruments with simplified versions availed prior to lessons to give participants time to read and relate to real life experiences.

Although the examples cited in this training manual have been based mainly on the interactions with communities in the Eastern Province, the training manual can be used beyond the Eastern Province with variations and adaptation of prevailing local environments.

The Topics covered in the training manual can be adequately exhausted in 10 days and therefore, it is recommended that training be conducted in two parts to avoid taking people away from their work for too long. Each Topic contains a session objective, outcome, resources and an estimated time frame. Facilitator instructions are given under Facilitator Action/Activity, Observation and Notes explained hereunder:

Time allocation - Time allocation should be adjusted if necessary as it depends on the level of participation and issues discussed.

Methodology - a methodology has been identified for each of the sessions. Flexibility of methodology and design of any given session should be considered throughout the sessions and adapted to suit particular situations.

Session Objectives - Specific learning objectives have also been provided to guide any session and simplicity of language should be key for beneficial learning. Outcomes have been given to monitor if learning has taken place.

Facilitator Action – this column gives guiding questions for every session but these are by no means exhaustive as more questions arise from the discussions. The Facilitator should be well prepared to lead any session beyond what is provided in the manual.

Observation Column - provides clues for the facilitator who should bring his/her experience to observe if learning is taking place.

Notes – these are back up notes which should help the facilitator in planning a training session

5 6

1.3 Training Methodology

As a rule of thumb, any training should be preceded by and based on a capacity needs assessment of the target audience. This process allows for discussion of participant demand driven human rights issues. The premise is that participants are always dealing with human rights issues and therefore, possess a wide range of expertise and experiences which can be shared among them and thus provide opportunities for translating participant ideas and concepts into practice. The participants therefore, are expected to play a significant role and it is the role of the facilitator to ensure that participants are accorded the opportunity to realize their relevance. This can be achieved by giving them adequate time to relate their experiences with the facilitator coming in to bring new knowledge. Given that most community broadcasters are adults whose level of education is varied, mere recitation of human rights instruments in a tedious and monotonous routine may not help them conceptualise and relate human rights issues to their experience. Human rights are abstract until brought into context and contextualizing them therefore, requires participants to relate them to their day to day experiences. In light of this, the following simple participatory tools will be triangulated throughout this manual in order to capture experiential knowledge from participants. This knowledge forms the basis for the human rights training. The following approaches will be employed:

• StoryTelling• OpenSpace• PeerAssist• MarketCafé• CaseStudies• FieldTrips• PowerPoints

Story Telling - the human rights debate is complex and the workshop participants have diverse backgrounds and therefore diverse views. Story telling approaches are best suited to capture the diverse human rights views of the participants with a great deal of flexibility because of their “open” and unstructured nature. They help participants gain composure and reflect on other people’s experiences. Human rights issues derived through story telling should form the basis for broader human rights learning. Story telling can be in any language of choice.

Open Space - like the story telling approach, Open Space can adequately capture human rights misconceptions as well as provide appropriate human rights knowledge. Through an open approach people are free to relate to their experiences and ultimately get guidance through reference to human rights instruments and other sources. Most importantly, they give every participant an opportunity to open up in their own way thus fostering every participant’s contribution to the human rights learning process.

See appendix 1 for step by step instructions on conducting an Open Space session. You can also see ht tp://www.openspaceworld.org

The Peer Assist takes cognizance of the fact that every participant has something to of fer and likewise, every participant has something to learn from peers. This understanding brings participants at the same level thereby doing away with inferiority complexes which of ten hinder participation. Experiential lesson sharing and problem solving amongst peers is one way of ensuring continuity and consultation beyond the training period. See appendix 2 for instructions in using Peer Assist. See ht tp://www.expresscomputeronline.com

7 8

Market Café – is a term borrowed from commercial marketing where a customer searches for needed commoditieswith the sellers reaching out to buyers. In this context, theMarket Caféharbours all the critical human rights issues for personal recollection and reflection. The Market Caféshouldremainopenthroughoutthetrainingwithbothparticipantsandfacilitatorsprovidingappropriate responses tomatters arising. Just the ideaof aCafé shouldbring an environmentfavourable for learning.

Open Discussion - this approach is ideal for introducing human rights concepts. This should not be confused with “lecturing” where the facilitator pours information to dozing participants. To liven up the discussion, dif ficult issues should be simplified and availed to participants prior to a session. Human rights instruments can be understood better if simplified and used as reference to a discussion.

Case Studies – these can be considered the lifelines for critical thinking including role playing as they allow participants’ imagination to go wild but within a learning and understanding framework.

Field Trips - Group visits for a practical human rights related institution like the Police, the Judiciary or the Chief can provide valuable perspectives for participants. It is highly recommended that at least a day should be reserved for field visits as well as for a human rights radio program development. Advance planning and preparation is a key success factor for any field trip with the purpose of the visit explained and understood by all. Of importance also is conducting a “post mortem” of any field activity.

Power Point Presentation – Of ten considered “elitist”, a Powerpoint presentation is good when triangulated with other methodologies of learning. In this context, a Powerpoint presentation should be used to summarise and reflect on the previous day’s proceedings. It can also be used to take participants through important and dif ficult aspects. For example CEDAW or CRC instruments if read through by one person, can be a “sleeping tablet” for participants.

7 8

UNDERSTANDING HUMAN RIGHTS

Section 2

Understanding Human Rights

9 10

2.1 Sharing Human Rights Experiences

SessionObjective

Session Expectation Apparatus Time

To have a shared understanding of human rights

Participants should be able to give examples of human rights issues.

Flip ChartMarkersStick Stuff

1 hour 30 min

Divide participants into four groups of five. In the respective groups, each participant is expected to tell a memorable human rights incident in 3-5 minutes. Within each group ask participants to choose three most memorable incidences for presenting to the entire group. Then in plenary, the narrators of the chosen incidences are asked to narrate the same incidences. The rest of the stories are captured and parked in the “Parking Bay” for discussion later. This exercise is important in bringing personal experiences to the discussion hence constant reference to all the issues raised is encouraged.

Activity ObservationsFacilitator asks participants:1. Ask participants to identify human rights issues from

the stories narrated;2. Randomly list them onto a flip chart and allow

participants time for discussion of issues raised; 3. “Park” the issues raised in a “Parking Bay” for

constant reference in the preceding exercises;4. As the issues are raised, link them to the relevant

human rights principles i.e. UDHR, CRC, CEDAW;5. Out of the incidences cited, identify 2 that warrant a

practical session e.g. unconstitutional arrests and detention by the police;

6. Bring on board law enforcement and the Judiciary to get views on how such issues can be amicably resolved.

Ensure that everyone is given an opportunity to say something;

These incidences are the basis for the human rights discussion;

No incident should be discarded completely but should be discussed at some point

Notes

METHODOLOGY

Story Telling

2. Defining Human Rights

SessionObjective




Flip ChartMarkersUDHR

1 hour 30 min

Activity Facilitator Observations Facilitator asks participants:1. What does it mean to have a right?2. Can you give an example?3. What is the difference between rights, privileges and

freedoms?4. What then are human rights and how do we protect

them?5. Explain the reciprocity golden rule 6. Discuss the following concepts: Respect, Protect and

Fulfillment of rights7. Morality issues should be brought out8. Discuss on the importance of the law in the realization

of human rights.

Responses are captured by core-facilitatorDiscuss the responses in detailAllow for a question and answer sessionThis session should build towards the “Open Space” and “Market Place” activities.Explain negative and positive freedom

NotesHuman rights are universal legal guarantees protecting individuals and groups against actions which interfere with fundamental freedoms and human dignity Human rights are universal, inherent, inalienable, indivisible, equal, interdependentTalk of individual and group/communal rightsThey obligate States and State actorsCannot be waived or withdrawnRights come with responsibilities – exercising one’s right should not interfere with another person’s rights – reciprocity golden ruleReciprocity Golden Rule states that one must do unto others as she/he would like others do unto her/himIt should never be an eye for an eye or one clap for two cheeks – the law should be allowed to take its course

METHODOLOGY

Open Discussion


SessionObjective





1 hour 30 min





of human rights.



METHODOLOGY

Open Discussion


SessionObjective





1 hour 30 min





of human rights.



METHODOLOGY

Open Discussion

1.4 Defining Human Rights2.0 Sharing Human Rights Experience

9 10

2.1 Sharing Human Rights Experiences

SessionObjective




Flip ChartMarkersStick Stuff

1 hour 30 min

Divide participants into four groups of five. In the respective groups, each participant is expected to tell a memorable human rights incident in 3-5 minutes. Within each group ask participants to choose three most memorable incidences for presenting to the entire group. Then in plenary, the narrators of the chosen incidences are asked to narrate the same incidences. The rest of the stories are captured and parked in the “Parking Bay” for discussion later. This exercise is important in bringing personal experiences to the discussion hence constant reference to all the issues raised is encouraged.

Activity ObservationsFacilitator asks participants:1. Ask participants to identify human rights issues from

the stories narrated;2. Randomly list them onto a flip chart and allow

participants time for discussion of issues raised; 3. “Park” the issues raised in a “Parking Bay” for

constant reference in the preceding exercises;4. As the issues are raised, link them to the relevant

human rights principles i.e. UDHR, CRC, CEDAW;5. Out of the incidences cited, identify 2 that warrant a

practical session e.g. unconstitutional arrests and detention by the police;

6. Bring on board law enforcement and the Judiciary to get views on how such issues can be amicably resolved.

Ensure that everyone is given an opportunity to say something;

These incidences are the basis for the human rights discussion;

No incident should be discarded completely but should be discussed at some point

Notes

METHODOLOGY

Story Telling


SessionObjective





1 hour 30 min





of human rights.



METHODOLOGY

Open Discussion


SessionObjective





1 hour 30 min





of human rights.



METHODOLOGY

Open Discussion


SessionObjective





1 hour 30 min





of human rights.



METHODOLOGY

Open Discussion

1.4 Defining Human Rights2.0 Sharing Human Rights Experience

11 12

1.4 Understanding the Three Generations of Human Rights

“Parking Bay”. (Parking Bay created under activity 3 on page 10 under 2.1- Sharing Human Rights Experiences)

Notes

2.2.1 Civil and Political Rights

SessionObjective

Session Expectation

Apparatus Time

To have a shared understanding of civil and political rights

Participants should be able to give examples from civil and political rights

UDHR, ICCPR,African Charter and Bill of Rights

1 hour

Activity ObservationsFacilitator lead discussion:

First generation of rights refers to civil and political rights dealing with liberty and political participation set forth in the UDHR (Articles 3-21);They are also known as negative rights as they do not require state authority or resources in order to enjoy the rights;Negative rights forbid the state from interfering with the lives of individuals; From the list of human rights issues in the parking bay, ask participants to identify those that fall within the civil and political rights; For example, no one may be subjected to torture or to cruel, inhuman or degrading treatment or punishment (Art. 5 of UDHR), (Art. 5 African Charter), (Art. 7 of ICCPR), (Art. 15 of Constitution of Zambia);Ask participants to bring out practical case studies on civil and political violations in their communitiesHow has the media contributed to the freedom to be elected or to elect political leaders of choice?

Build on the previous session and allow group work

It is important to note that violation of first generation rights results in non realization of both economic social and group rights;

The judiciary has no jurisdiction over international law that has not been incorporated into national laws.

METHODOLOGY

Group discussion

2.2 Understanding the three generations of human rights

SessionObjective

Session Expectation

Apparatus Time

To have a shared understanding of human rights generations

Participants should be able to give examples from the three human rights generations.

UDHR 1 hour 30 min

In a power point presentation, explain to participants that rights are indivisible and interdependent and no right under law is more important than another therefore, denial of one right invariably impedes enjoyment of other rights. All must be upheld equally. The term "three generations" or categorization of rights does not imply any order of importance or hierarchy of these rights.

Activity FacilitatorObservations

Facilitator lead discussion Explain to participants that rights are indivisible and interdependent and no right under law is more important than another therefore, denial of one right invariably impedes enjoyment of other rights. All must be upheld equally. The term "three generations" or categorization of rights does not imply any order of importance or hierarchy of these rights.

First generation of rights refers to civil and political rights set forth in the UDHR and ICCPR (Articles 3-21);Second generation of rights refers to economic, social and cultural rights (Articles 22 to 28 of the UDHR and ICESCR);Third generation of rights refers to communal and group rights (Article 28 of the UDHR);Ask participants to pick and align human rights from the

Note the sources of human rights concepts and fuse them into the discussion in order to prepare participants for preceding sessions

METHODOLOGYPower Point Presentation


0

Allow for discussion based on experience?Notes:

The foundation of democratic governance depends a great deal on people exercising their political choice through periodic elections not selections (Art 25 ICCPR), (Art. 75 Constitution of Zambia), Art. 13 of African Charter).Although negative rights forbid the state from interfering with the lives of individuals, this should be taken in the context of existing government laws.Some civil and political rights i.e. right to fair trial obligate the state to do something for its citizenry.Freedom of expression does not mean inciting violence as the rule of law will take its course.Freedom of expression should not mean freedom to insult others as one has to be responsible and accountable at all times.1st generation rights encompass right to life.Freedom of opinion and expression.Right to fair trial – presumed innocent until proven guilty.Freedom of peaceful assembly and association.Freedom of thought, conscience and religion.Equal access to public services.Freedom to choose a leader of choice.Right to protection.Right to political choice.

2.2.2 Civil and Political Rights Civil rights as outlined in articles 3-18 of the UDHR

Article 3 - the right to life, liberty, and security of person Article 4 - freedom from slavery Article 5 - freedom from torture, cruel, inhuman or degrading treatment or punishment Article 6 - right to recognition everywhere as a person before the law Article 7 - the right to be equal before the law and free from legal discrimination Article 8 - the right to an effective remedy by the competent national tribunals for acts violating

the fundamental rights granted him by the constitution or by law Article 9 - freedom from arbitrary arrest, detention, or exile Article 10 - the right to a fair and public hearing by an independent and impartial tribunal Article 11 - the right to be presumed innocent until proven guilty and the freedom from laws

passed after the act to create guilt. Article 12 - the right to freedom of privacy and from attacks upon a person’s honour or

reputation Article 13 - freedom of movement within and across the borders of a country Article 14 - the right to asylum from persecution Article 15 - right to a nationality Article 16 - the right to found a family Article 17 - the right to own property


Notes


SessionObjective

Session Expectation

Apparatus Time




1 hour






METHODOLOGY

Group discussion


Notes


SessionObjective

Session Expectation

Apparatus Time




1 hour






METHODOLOGY

Group discussion

2.2 Civil and Political Rights


Notes


SessionObjective

Session Expectation

Apparatus Time




1 hour






METHODOLOGY

Group discussion

11 12

1.4 Understanding the Three Generations of Human Rights


Notes


SessionObjective

Session Expectation

Apparatus Time




1 hour






METHODOLOGY

Group discussion

2.2 Understanding the three generations of human rights

SessionObjective

Session Expectation

Apparatus Time

To have a shared understanding of human rights generations

Participants should be able to give examples from the three human rights generations.

UDHR 1 hour 30 min

In a power point presentation, explain to participants that rights are indivisible and interdependent and no right under law is more important than another therefore, denial of one right invariably impedes enjoyment of other rights. All must be upheld equally. The term "three generations" or categorization of rights does not imply any order of importance or hierarchy of these rights.


Facilitator lead discussion Explain to participants that rights are indivisible and interdependent and no right under law is more important than another therefore, denial of one right invariably impedes enjoyment of other rights. All must be upheld equally. The term "three generations" or categorization of rights does not imply any order of importance or hierarchy of these rights.

First generation of rights refers to civil and political rights set forth in the UDHR and ICCPR (Articles 3-21);Second generation of rights refers to economic, social and cultural rights (Articles 22 to 28 of the UDHR and ICESCR);Third generation of rights refers to communal and group rights (Article 28 of the UDHR);Ask participants to pick and align human rights from the

Note the sources of human rights concepts and fuse them into the discussion in order to prepare participants for preceding sessions



0









Notes


SessionObjective

Session Expectation

Apparatus Time




1 hour






METHODOLOGY

Group discussion


Notes


SessionObjective

Session Expectation

Apparatus Time




1 hour






METHODOLOGY

Group discussion

2.2 Civil and Political Rights


Notes


SessionObjective

Session Expectation

Apparatus Time




1 hour






METHODOLOGY

Group discussion

13 14







reputation Article 13 - freedom of movement within and across the borders of a country Article 14 - the right to asylum from persecution Article 15 - right to a nationality Article 16 - the right to found a family Article 17 - the right to own property Article 18 - freedom of thought, conscience, and religion

The African Charter guarantees political and civil rights in the following articles:

Article 3 - equality before the law Article 4 - respect for a person's life and the integrity of his/her person Article 5 - respect liberty and security of the person; freedom from arbitrary arrest and

detention Article 7 - the right to a fair and timely trial with counsel of choice and the presumption of

innocence until proved guilty Article 8 - freedom of conscience and religion Article 9 - freedom of information and expression Article 10 - freedom of association Article 11 - freedom of assembly Article 12 - freedom of movement and residence Article 13 - the right to participate in politics and of access to public property and services

Political rights as articulated in Articles 18-21 of the UDHR, Articles 18-22 and Article 25 of the International Covenant on Civil and Political Rights (ICCPR). These rights include:

Freedom of thought, conscience, and religionFreedom of opinion and expressionFreedom of peaceful assembly and association The rights of all to take part in the government of their countryEqual access to public servicesPeriodic and genuine elections

Articles 18-21 of the Universal Declaration

Article 18 - freedom of thought, conscience and religion Article 19 – freedom of opinion and expression; freedom to impart information and ideas

through any media regardless of frontiers Article 20 – freedom of peaceful assembly and association Article 21 – the right to take part in the government of their country, directly or through freely

chosen representatives; right to equal access to public service in their country; the right to vote and participate in periodic and genuine elections

Economic, Social and Cultural Rights as set under Articles 22-27 of the Universal Declaration

Article 22 – right to social security and the realization of economic, social and cultural rights

indispensable to their dignity and the free development of personality Article 23 – freedom to work and choose employment; right to pay for equal work; right to

social protection; freedom to join trade unions for the protection of their interests




































13 14

























































15 16

Article 24 – the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay

Article 25 – right to a standard of living adequate for their health and well-being (includes food, clothing, housing, medical care, necessary social services; security in the event of unemployment, sickness, widowhood, old age or lack of livelihood in circumstances beyond a person’s control)

Article 26 – the right to education Article 27 – right to freely participate in the cultural life of the community, to enjoy the arts and

to share in scientific advancements and its benefits; protection of moral interests

2.3 Economic and Social Rights

SessionObjective

Session Expectation

Apparatus/Resources

Time

To have a shared understanding of Economic and Social rights

Participants should be able to give examples from Economic and Social rights

UDHR, ICESCR,FNDP, CEDAW,Bill of Rights, CRCAfrican Charter

1 hour


Second generation of rights refers to Economic and Social Rights as set forth in the UDHR and the ICESCREconomic and Social Rights are also known as positive rights as they are dependant on positive action of the government in formulating policies and developmental programs.

Sect 112 (b) and (c) of Part IX of the Directive principles of State Policy of the Constitution of Zambia entails that the;

(b) “State shall endeavour to create an economic environment which shall encourage individual initiative and self reliance among

METHODOLOGY

Discussion

Article 18 - freedom of thought, conscience, and religion


























































































Positive rights also entails the provision of adequate resources by government to support the realization of economic and social rightsFor example, people have the right to work as articulated in the ICESCR Art 6. Employers should not violet workers rights. How many Zambians are working and how many buildings are providing adequate access for the disabled?Realisation of such rights should be progressive than immediateAsk participants to identify Economic and Social Rights from the “Parking Bay” and allow discussion to determine how such rights are fulfilled or vice versa. (Parking Bay created under activity 3 on page 10 under 2.1- Sharing Human Rights Experiences)Zambian Constitution does not directly provide for the protection of economic, social and cultural rights.Part IX of the Constitution enshrines the Directive Principles of State Policy thus indirectly, the state has obligations.Allow discussion based on personal experiences.

the people and promote self reliance.”

(c) “state shall endeavour to create conditions under which all citizens shall be able to secure adequate means of livelihood and opportunity to obtain employment”

Notes:2.3 Explain that although the government is expected to provide for certain services, the

reality of the matter is that the government of Zambia cannot just afford;3.3 The government should do its best i.e. government has put in place Vision 2030 and the

Fifth National Development Plan (FNDP) (2006-2010) in a bid to do what it is feasible given the limited resources;

4.3 The Bill of rights outlines the freedoms the government is able to provide excluding positive rights such as health and free education for all there fore, cannot be sued for non provision of such services.

2.4 Economic, Social and Cultural Rights

Article 22 – right to social security and the realization of economic, social and cultural rights indispensable to their dignity and the free development of personality Article 23 – freedom to work and choose employment; right to equal pay for work; right to social protection; freedom to join trade unions for the protection of their interests Article 24 – the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay Article 25 – right to a standard of living adequate for their health and well-being (includes food, clothing, housing, medical care, necessary social services; security in the event of unemployment, sickness, widowhood, old age or lack of livelihood in circumstances beyond a person’s control) Article 26 – the right to education Article 27 – right to freely participate in the cultural life of the community, to enjoy the arts and to share in scientific advancements and its benefits, protection of moral interests






SessionObjective

Session Expectation

Apparatus/Resources

Time




1 hour





METHODOLOGY

Discussion






SessionObjective

Session Expectation

Apparatus/Resources

Time




1 hour





METHODOLOGY

Discussion






SessionObjective

Session Expectation

Apparatus/Resources

Time




1 hour





METHODOLOGY

Discussion

15 16






SessionObjective

Session Expectation

Apparatus/Resources

Time




1 hour





METHODOLOGY

Discussion









































































































SessionObjective

Session Expectation

Apparatus/Resources

Time




1 hour





METHODOLOGY

Discussion






SessionObjective

Session Expectation

Apparatus/Resources

Time




1 hour





METHODOLOGY

Discussion






SessionObjective

Session Expectation

Apparatus/Resources

Time




1 hour





METHODOLOGY

Discussion

17 18



















Solidarity and Group Rights - UDHR

1. The right to political, economic, social, and cultural self-determination 2. The right to economic and social development 3. The right to participate in and benefit from the common heritage of humanity 4. The right to peace 5. The right to a healthy and sustainable environment 6. The right to humanitarian disaster relief.

2.5 Solidarity and Group Rights

SessionObjective

Session Expectation

Apparatus Time

To have a shared understanding of Solidarity and Group rights

Participants should be able to give examples of Solidarity and Group rights

UDHRBill of RightsFNDPCEDAW

45 min

Activity ObservationsFacilitator lead discussion: Group Exercise:

METHODOLOGY

Discussion




SessionObjective

Session Expectation

Apparatus Time




45 min


METHODOLOGY

Discussion

17 18






















SessionObjective

Session Expectation

Apparatus Time




45 min


METHODOLOGY

Discussion




SessionObjective

Session Expectation

Apparatus Time




45 min


METHODOLOGY

Discussion

19 20

After defining the three generations of human rights on a poster, set up a Human Rights Market Café. On a flip chart, establish two columns under the two headings, Obligations of the State, Communities and Community broadcasters on specific Rights. For instance one flip chart could focus on the Right to Fair Trial. The issues to be covered are as outlined below:

Right to Fair Trial Obligation State Communities BroadcastersRespect Must not interfere Protection Must prevent others Fulfillment Must build institutions, legislation Nondiscrimination

Must not discriminate in meeting obligations

Participation People’s participation key Progression Should be evidence based

Source Oxfam 2004 Such a chart should be pinned in the workshop room and be used to break monotony or should participants lose concentration. This chart should be replaced by other rights which come from the communities i.e. right to education etc. Participants should be allowed to “shop” or “sell” human rights aspects of choice and interest. Facilitator to make sure that every participant is accorded the opportunity.

3.1 Human Rights and Development

Session Objective Session Expectation

Apparatus Time

To have a shared understanding of the link between human rights and development

Participants should be able to appreciate human rights as tools for development

Flip ChartList of 8 MDGsFNDP

1 hour

METHODOLOGY

Peer Assist

Third generation of rights are the Solidarity and Group rights as enshrined in Article 28 of UDHREquality and inclusion of group rights for women, children, aliens, migrants, asylum seekers and the physically challenged is an important aspect in third generation rights;Examples of such rights include, health and sustainable environment, economic and social development, participation in and benefit from common heritage of humanityAsk participants to identify Solidarity and group rights from the “Parking Bay”. (Parking Bay created under activity 3 on page 10 under 2.1- Sharing Human Rights Experiences)Allow discussion to determine how such rights are fulfilled or vice versa.How the physically challenged are assisted and how should they fight discrimination?Lead a short discussion on how government resource allocation is done?

To test if learning has taken place, divide people into three groups. Give them different newspapers or ask them to listen to community radio programs. Ask them to:

Identify human rights issues and classify them in the right categories.Develop three human rights radio programs to address the issuesHave the programs aired and groups should evaluate each of the programs.

Notes:3.4 Group rights present challenges as they often bring conflict with culture and traditional

law.4.4 Constitutional law overrides traditional law hence the duality of such often brings conflict.5.4 Resources are never enough to provide for everyone. I.e. it is not feasible to demolish

every government building which does not provide adequate access for the disabled. However, it is possible to insist that all new building should be disability friendly.

3.0 Human Rights Obligations


Apparatus e




METHODOLOGY

Market Café









Apparatus e




METHODOLOGY

Market Café





SessionObjective

Session Expectation

Apparatus Time




45 min


METHODOLOGY

Discussion









Apparatus e




METHODOLOGY

Market Café





SessionObjective

Session Expectation

Apparatus Time




45 min


METHODOLOGY

Discussion




SessionObjective

Session Expectation

Apparatus Time




45 min


METHODOLOGY

Discussion

19 20








Apparatus Time




1 hour

METHODOLOGY

Peer Assist









Apparatus e




METHODOLOGY

Market Café









Apparatus e




METHODOLOGY

Market Café





SessionObjective

Session Expectation

Apparatus Time




45 min


METHODOLOGY

Discussion









Apparatus e




METHODOLOGY

Market Café





SessionObjective

Session Expectation

Apparatus Time




45 min


METHODOLOGY

Discussion




SessionObjective

Session Expectation

Apparatus Time




45 min


METHODOLOGY

Discussion

After defining the three generations of human rights the Peer Assistance approach should be allowed to take place whereby the inextricable link between human rights and development is interrogated in detail. Group participants into pairs and ask them to highlight certain important human rights provisions in the Fifth National Development Plan (FNDP), Vision 2030, and Millennium Development Goals. Then group participants into five groups and give them 10 minutes to share findings of first exercise. Group leaders present findings. The facilitator should probe the issues under Activity.

Activity ObservationsFacilitator asks participants:

1. What is development? Give specific experientialexamples

2. What is the link between development and human rights?

3. Define poverty and outline the poverty statistics4. Combating poverty is one of the most critical

components in respecting human rights5. Let us go back to the “Parking Bay” and identify human

rights issues which if not attained, no human development can take place? (Parking Bay created under activity 3 on page 10 under 2.1- Sharing Human Rights Experiences)

6. Participants could mention education, health, land issues etc.

7. The right to education enshrined under Art. 26 UDHR, Art. 12 of ICESCR and Art. 17 of African Charter for instance if violated, has a bearing on one’s future.

8. Education rights can be looked at from the popular notion, “educate a woman – you have educated the entire nation context” or can also be looked at from the angle where if resources are few, educate the boy child because the girl child will marry anywhere.

9. Whilst the right to education is acknowledged, is the government obliged to put everyone in school including those that are not interested?Relate to certain rights e.g. health as propounded under ICESCR (Art. 14), CEDAW (Art. 5 (e) (iv), CRC (Art. 24) and Art. 16 of the African Charter.

Bring out the link between human rights and development.

Poverty statistics:64% relatively poor51% extremely poor14% able to sustain basic requirements (JCTR 2007)

Although primary education is said to be compulsory and available for free, the Constitution of Zambia does not provide for such.

No guardian, government or school can be prosecuted for violating this right

Linking human rights issues with development shows the inextricable link between human rights and development.

NotesDevelopment is a process that aims at promoting and protecting livelihoods;Human development is "the process of expanding people's choices” (UN);Human Rights are socio-economic and political guarantees important in safeguarding human dignity;Human rights are an integral precondition for development and poverty reduction;Sustainable livelihoods are attained where human rights are protected;The government of Zambia reserves the right to postpone the application of Art. 13 of ICESCR with regards to education;FNDP and Vision 2030 are development and human rights frameworks guiding government.Everyone has the right to participate and enjoy economic, social, cultural and political development rights;It should be noted that rights are mutually reinforcing thus violating one right has a bearing on the other. You don’t educate your child, you limit your child’s opportunities for livelihood;Special education facilities remain fewer than expected and;The state’s obligations to the people as well as budgetary limitations should be discussed and linked to earlier discussions based on the Directive Principles of State Policy as well as the Obligations under the Market Café.

4.0 Human Rights Provisions in the Zambian Constitution

Session Session Apparatus Time

21 22

















NotesDevelopment is a process that aims at promoting and protecting livelihoods;Human development is "the process of expanding people's choices” (UN);Human Rights are socio-economic and political guarantees important in safeguarding human dignity;Human rights are an integral precondition for development and poverty reduction;Sustainable livelihoods are attained where human rights are protected;The government of Zambia reserves the right to postpone the application of Art. 13 of ICESCR with regards to education;








Apparatus Time




1 hour

METHODOLOGY

Peer Assist








Apparatus Time




1 hour

METHODOLOGY

Peer Assist


















NotesDevelopment is a process that aims at promoting and protecting livelihoods;Human development is "the process of expanding people's choices” (UN);Human Rights are socio-economic and political guarantees important in safeguarding human dignity;Human rights are an integral precondition for development and poverty reduction;Sustainable livelihoods are attained where human rights are protected;The government of Zambia reserves the right to postpone the application of Art. 13 of ICESCR with regards to education;FNDP and Vision 2030 are development and human rights frameworks guiding government.Everyone has the right to participate and enjoy economic, social, cultural and political development rights;It should be noted that rights are mutually reinforcing thus violating one right has a bearing on the other. You don’t educate your child, you limit your child’s opportunities for livelihood;Special education facilities remain fewer than expected and;The state’s obligations to the people as well as budgetary limitations should be discussed and linked to earlier discussions based on the Directive Principles of State Policy as well as the Obligations under the Market Café.



21 22

















NotesDevelopment is a process that aims at promoting and protecting livelihoods;Human development is "the process of expanding people's choices” (UN);Human Rights are socio-economic and political guarantees important in safeguarding human dignity;Human rights are an integral precondition for development and poverty reduction;Sustainable livelihoods are attained where human rights are protected;The government of Zambia reserves the right to postpone the application of Art. 13 of ICESCR with regards to education;








Apparatus Time




1 hour

METHODOLOGY

Peer Assist








Apparatus Time




1 hour

METHODOLOGY

Peer Assist


If an individual right is denied, what course of action should be taken and by who?

EXERCISE

A mother who is speech and hearing impaired witnesses the defilement of her 3 year old daughter by a prominent businessperson in the Boma. She cries out for help but because of her vocal impediment, is not heard by anyone. She runs to the house next door but because it took long for the neighbour to understand her, by the time she returned to the scene of defilement with a witness, the defiler had escaped living the traumatized girl helpless. On taking the child to hospital, the mother is asked to report the matter to the police first. The mother takes the child to the Police who keep her for more than is necessary because of lack of understanding of sign language. The mother is asked to return to the station the following day and therefore, she bathes the child thereby destroying crucial evidence. When the defilement docket is finally opened, it goes missing before it is heard in court. The mother, because of her disability is not assisted for close to two years and gives up on the case.

What is the learning point for this case study? What are the human rights issues in this case study? As a media person, what action can you take to sensitize people with disabilities to claim their rights? Use the Human Rights Obligations Market Café to summarise the state and the people’s obligation.

23 24

Objective ExpectationTo have a shared understanding of how the Government is tackling development programs

Participants should be able to give examples of human rights issues that have been provided for in the FNDP

UDHR, CRCBill of RightsFNDP,Yellow Book CAT, CEDAW

2 hours

Ask participants to break into 3 groups of 5. Provide them with summarized copies of the Constitution (Bill of Rights). Each group should analyse and write down human rights issues paying particular attention to the issues below: Classify the issues into the three categories/generations. Pin the categorized issues onto the walls giving room for participants to read them and add or subtract issues. Ask participants in their respective groups to review work produced by other groups in a rotating clockwise circle until each group returns to its original group and Flip Chart. This exercise allows participants to reflect on the link between development and human rights as well as reflect on the human rights categories earlier learnt.


Pay attention to the following issues:1 Health2 Education3 Employment4 Freedom of expression5 Discrimination and disabilities6 Skills development7 Access to Land distribution8 Defilement9 Property grabbing10 Arbitrary deprivation of life 11 Arbitrary arrest and detention, torture12 Denial of freedom of thought, conscience or religion

The idea is to familiarize participants with government operations and how human rights are protectedIf participants understand human rights provisions, they are able to inform the people so they claim their rights and in certain instances manage their expectationsBriefly talk about Vision 2030 and the Yellow Book

Notes:As a point of discussion bring out the following:

If health and other personnel withdraw their labour, are they committing a crime or are they exercising their rights? People have the right to withdraw labour but they have to do it within the confines of the laws of the government.How should other government agencies e.g. Human Rights Commission, Food Reserve Agency etc be held accountable in the event of violating human rights? There is too much “redtapism” winning certain cases but the role of the media should be to highlight such vices.

METHODOLOGY

Rotating Group Work

FNDP and Vision 2030 are development and human rights frameworks guiding government.Everyone has the right to participate and enjoy economic, social, cultural and political development rights;It should be noted that rights are mutually reinforcing thus violating one right has a bearing on the other. You don’t educate your child, you limit your child’s opportunities for livelihood;Special education facilities remain fewer than expected and;The state’s obligations to the people as well as budgetary limitations should be discussed and linked to earlier discussions based on the Directive Principles of State Policy as well as the Obligations under the Market Café.




EXERCISE





EXERCISE



23 24

Objective ExpectationTo have a shared understanding of how the Government is tackling development programs

Participants should be able to give examples of human rights issues that have been provided for in the FNDP

UDHR, CRCBill of RightsFNDP,Yellow Book CAT, CEDAW

2 hours

Ask participants to break into 3 groups of 5. Provide them with summarized copies of the Constitution (Bill of Rights). Each group should analyse and write down human rights issues paying particular attention to the issues below: Classify the issues into the three categories/generations. Pin the categorized issues onto the walls giving room for participants to read them and add or subtract issues. Ask participants in their respective groups to review work produced by other groups in a rotating clockwise circle until each group returns to its original group and Flip Chart. This exercise allows participants to reflect on the link between development and human rights as well as reflect on the human rights categories earlier learnt.


Pay attention to the following issues:1 Health2 Education3 Employment4 Freedom of expression5 Discrimination and disabilities6 Skills development7 Access to Land distribution8 Defilement9 Property grabbing10 Arbitrary deprivation of life 11 Arbitrary arrest and detention, torture12 Denial of freedom of thought, conscience or religion

The idea is to familiarize participants with government operations and how human rights are protectedIf participants understand human rights provisions, they are able to inform the people so they claim their rights and in certain instances manage their expectationsBriefly talk about Vision 2030 and the Yellow Book

Notes:As a point of discussion bring out the following:

If health and other personnel withdraw their labour, are they committing a crime or are they exercising their rights? People have the right to withdraw labour but they have to do it within the confines of the laws of the government.How should other government agencies e.g. Human Rights Commission, Food Reserve Agency etc be held accountable in the event of violating human rights? There is too much “redtapism” winning certain cases but the role of the media should be to highlight such vices.

METHODOLOGY

Rotating Group Work

FNDP and Vision 2030 are development and human rights frameworks guiding government.Everyone has the right to participate and enjoy economic, social, cultural and political development rights;It should be noted that rights are mutually reinforcing thus violating one right has a bearing on the other. You don’t educate your child, you limit your child’s opportunities for livelihood;Special education facilities remain fewer than expected and;The state’s obligations to the people as well as budgetary limitations should be discussed and linked to earlier discussions based on the Directive Principles of State Policy as well as the Obligations under the Market Café.




EXERCISE




25 26

5.0 The Media and Human Rights


Apparatus Time

To have a shared understanding of the role of the media in human rights sensitization

Participants should be able to appreciate their role in human rights sensitization

Flip Chart 1 hour

Hand out facilitation cards (two colours) to each of the participants. On the board, write out the statement, “Community broadcasters are best placed to play a cardinal role in human rights sensitization programs amongst communities”. Ask participants to write three reasons in support of the statement and if they do not agree, they should justify by writing three reasons. This should be done in not more than five minutes. Categorize the responses bringing out similar issues together. Discuss the positive responses first and sum them up into not more than three.

Action/Activity ObservationsFacilitator asks participants:1 Discuss the negative responses and summarize them

into not more than three.2 Take time to squash out the negativity amongst

participants in order to instill a sense of responsibility in their day to day work.

3 Open discussion on how the community broadcasters are viewed by the communities and discuss reasons?

4 How objective is the media vis-a-vis Art. 19 (2) of ICCPR where respect for the rights and reputation of others is paramount?

5 The right to freedom of expression is provided for under Article 19 of ICCPR but how far does one’s freedom stretch?

6 What is the state of freedom of expression in Zambia given the ambiguous criminal laws relating to defamation?

What is the learning point for this exercise?

- Community media is best placed to promote human rights programs;

- Media ethics should never be compromised;

- Human rights come with responsibilities;

- Your rights should not infringe on other people’s rights.

NotesPositive reasons:

- Community broadcasters live amongst the communities and therefore, are aware of the human rights intricacies amongst society.

METHODOLOGY

Individual exercise

- They speak the same language and at times share the same cultural values which often contribute to human rights violations;

- Community radio stations are dealing with human rights issues almost on a day to day basis, so its more of “polishing” up the way they address human rights issues.

- The media is there to inform, educate and entertain. Therefore, communities should not be ignorant, allowing human rights violations to thrive on such ignorance

- Through community media, human security, good governance and democracy would be promoted.

- Freedom of expression should be within the law and should safeguard national security or public order, or public welfare or morals (Art. 19 of UDHR), (Art. 9 of African Charter), (ICCPR Art. 19 (3) (b).

- Art. 20 of the Constitution of Zambia provides for Freedom of Expression but like other rights, this right is not absolute

- Making unsubstantiated claims that someone is committing human rights violations is contrary to the spirit of human rights and therefore, as a journalist, endeavor to collect hard and indisputable facts before reporting on any abuses.

- Protection of your sources of information is your responsibility and forcing you to name your source is tantamount to violating your freedom of expression as well as press freedom. The notion of anonymity therefore, reigns in journalism otherwise you may endanger the lives of your valuable sources.

EXERCISE

As a journalist and in the course of executing your duties, you record an interview with a xenophobic gangster who utters discriminatory remarks. You broadcast the interview in a news program without censoring it and as a result, the gangster is immediately arrested by the police and charged with uttering discriminatory, derogatory and degrading remarks which are likely to incite and cause alarm amongst the public. As a broadcaster, you are arrested as an accomplice in such crime. In court you claim your innocence because you acted in the interest of according the public their right to information. You also argue that you have the right to freedom of expression as enshrined in the various international, regional and national instruments and laws.

What is the learning point? What human rights issues are in this article? What media ethical issues are to be noted? Use the Market Café Obligations Chart for this exercise









EXERCISE




25 26

5.0 The Media and Human Rights


Apparatus Time

To have a shared understanding of the role of the media in human rights sensitization

Participants should be able to appreciate their role in human rights sensitization

Flip Chart 1 hour

Hand out facilitation cards (two colours) to each of the participants. On the board, write out the statement, “Community broadcasters are best placed to play a cardinal role in human rights sensitization programs amongst communities”. Ask participants to write three reasons in support of the statement and if they do not agree, they should justify by writing three reasons. This should be done in not more than five minutes. Categorize the responses bringing out similar issues together. Discuss the positive responses first and sum them up into not more than three.

Action/Activity ObservationsFacilitator asks participants:1 Discuss the negative responses and summarize them

into not more than three.2 Take time to squash out the negativity amongst

participants in order to instill a sense of responsibility in their day to day work.

3 Open discussion on how the community broadcasters are viewed by the communities and discuss reasons?

4 How objective is the media vis-a-vis Art. 19 (2) of ICCPR where respect for the rights and reputation of others is paramount?

5 The right to freedom of expression is provided for under Article 19 of ICCPR but how far does one’s freedom stretch?

6 What is the state of freedom of expression in Zambia given the ambiguous criminal laws relating to defamation?

What is the learning point for this exercise?

- Community media is best placed to promote human rights programs;

- Media ethics should never be compromised;

- Human rights come with responsibilities;

- Your rights should not infringe on other people’s rights.

NotesPositive reasons:

- Community broadcasters live amongst the communities and therefore, are aware of the human rights intricacies amongst society.

METHODOLOGY

Individual exercise









EXERCISE











EXERCISE




find more interesting and useful. Scoring will be from 1 to 4. (1 for the best and 4 the least)

5. The most suitable methods are chosen (Pick four topping the list).

6. Divide the participants in four groups. Let each pick a method of content generation and packaging.

7. Each group is given an area in the community to carry out a recording.

8. Each group should produce a radio programme using a selected format.

9. In plenary, the participants will critique each radio programme in order to improve.

-The session must challenge participants open up and embrace newer and more creative formats

- During the programme critique session, the following are some of the issues in programming that need to be pointed out in the checklist.

(a) Participation of local people

(b) Is there a respondent to issues raised?

(c) Was the programme gender balanced?

(d) Is the programme content relevant to local community?

(e) Was language used appropriate to listener?

(f) How is the flow of questions?

(g) How is the ambience?(h) How was bridging

done?(i) How was the field

recording done?(j) How is the quality of

work done in the studio?

Notes

(For the best of results, a trainer in broadcasting can lead this session.)

The community itself is community radio’s most important resource. Through their participation community members come to develop a sense of ownership of the station which helps to ensure that the station is responsive to the needs of the community it serves through programming. One of the concepts that has worked in generating content in the community is the Development Through Radio concept (DTR)

Using the DTR concept content can be generated as follows;

1. Community comes up with human rights issues affecting them. This can be done in groups ( sex, age, church group, radio listening clubs etc).

2. Issues are prioritized by the group.3. Producer helps to draw questions on each issue raised.4. A recording session is set. Interviewees and interviewer are identified.5. Recording is pre-listened by producer and group to identify respondent to issues. 6. A respondent is identified and recording of response to issue is done.7. Packaging of content is done at studio.8. Time is set to listen to programme/s.9. Group is informed of time when programme will be aired.10.Programme is aired.11.Follow-ups are made.

6.1 The Duality of Zambian Laws and Human Rights


Apparatus Time

To have a shared understanding of the conflict between traditional and written law

Participants should be able to relate to the challenges arising from the conflict between traditional and written law

Flip ChartConstitutionPenal Code

1 hour

Ask 10 participants to volunteer, rehearse and model a role play based on the following narration: “A traditional chief has received numerous complaints of witchcraft from some sections of his chiefdom. He decides to call a witch finder to identify the witches in the chiefdom. To do this the witch finder summons everyone to a public witch finding and cleansing gathering. In the process, the witch finder accuses two women and two men of practicing witchcraft. Without giving the accused an opportunity to explain their positions, the chief decides to punish them severely for bewitching his subjects. The four people are tied onto a makeshift cross to make it easier for the witch finder to tattoo them as part of cleansing the alleged witches. They are then asked to pay fines of ZMK500,000.00 before they can be released and meanwhile they are denied food except for water. Those that fail to raise the fines after three days will have their property i.e. cattle taken as settlement of the debt. One of the accused does not have cattle and the chief orders her to work in his plantation for the whole season to compensate for failure to

METHODOLOGY

Role play

27 28

5.0 Content Generations and Creative Packaging of Human Rights Radio Programmes

6.0 Content Generation and Creative Packaging of Human Rights Radio Programmes


Apparatus Time

To have a shared understanding on how to generate and package Human Rights Radio Programmes

Participants should be able to produce a well packaged radio programme

Flip chartRecordersBatteries

8 hours

Put participants in groups. Each group should comprise four to five people. Hand out two flip charts to each of the groups. On one, ask them to write out the statement, “Community broadcasters are best placed to play a pivotal role in engaging communities in Human Rights content generation and programming”. Let the group discuss and write three participatory ways of generating content in the community.

Ask groups to list on the other chart three “creative radio formats”. Let the group discuss and write radio formats they know and reasons why they found them interesting.

Action/Activity ObservationsFacilitator asks participants:

1. Let group representatives present in plenary their recorded discussion. ( Content generation and Radio formats)

2. The plenary will discuss the pros and cons of each content generation and creative packaging of radio programmes based on their experience and knowledge.

3. Share insights of the following programmes; After presentation of groups discuss in detail the following programmes; Report, Magazine, Montage, Interview, Drama, Testimony, Game, Actuality and a Discussion

4. Participants are asked to score the radio formats they

- In choosing content generation methodologies participants must look at suitability to area, local cultures and capacity of each radio station. - Engage the participants on how they can be creative in their production. Discuss how radio formats can be “mixed” to come up with a variety of programmes.

METHODOLOGY

Group exercise



















Notes







Apparatus Time




8 hours









METHODOLOGY

Group exercise



















Notes








Apparatus Time




1 hour


METHODOLOGY

Role play

27 28

5.0 Content Generations and Creative Packaging of Human Rights Radio Programmes



Apparatus Time




8 hours









METHODOLOGY

Group exercise



















Notes







Apparatus Time




8 hours









METHODOLOGY

Group exercise

29 30

raise the stipulated fine. On paying the fines, the alleged witches are expelled from the chiefdom and given 24 hours to move out.

An alert journalist who had the opportunity to attend a Human Rights Awareness workshop is tipped by an anonymous source of such human rights violations and is expected to act and lets us observe the action. The play should take place in not more than 20 minutes.

Action by Facilitator Observations1 After the play, ask participants to identify human rights

violations observed;2 Ask participants to define law and its creation and human

rights;3 Explain the difference between “rule of law” and “rule by

law”4 Ask participants to identify incidences where “rule by law”

has been applied in Zambia5 Ask participants to define unwritten customary and written

constitutional law.6 Provide a brief background of how Zambia has a dual

legal system7 In pre-colonial era, Zambian ethnic groups had their own

legal rules founded on custom/tradition, logic, good judgment, reason and morality known as Customary Law

8 Customary Law has a separate system of court procedure;9 Customary law deals mainly with marriage, divorce,

succession and customary land-holding system not regulated under Constitutional Law;

10 Duality of the legal system often brings conflict and in such cases, written law always overrides morality and tradition and duty-bearers are answerable for the observance of human rights;

11 They are expected to comply with the legal norms as enshrined in the laws and constitution of the country.

Witchcraft Act provisions;

- Play the devil’s advocate to establish how participants view witchcraft

- The journalist is expected to “Act” – take note of the action through “Peer Assist” approach

- Media Ethics as well as documentation of evidence should be noted

- The Chief is likely to defend his position – what course of action is appropriate in that case i.e. involve the Police

Notes- Law is a set of regulations, norms, practices and rules that guide people and the existence

of legal rights is a creation of society through statute and other pieces of legislation- Human rights are not created – exist by virtue of the human race/humanity; - Both Civil and Criminal Law help in creating social orderliness through a legalized system

comprising the Legislature, Police Service, the Executive, the Courts, Prisons, Legal Professions, Civil Courts included;

- Whilst the Chiefs are expected to award for minor damages according to custom, they should not be excessive and should be within the law;

- Any criminal cases should be passed on to the Police who should forward the cases to the appropriate courts;

- Local courts take an informal approach and hearsay evidence may be admitted- No lawyers are expected to represent clients within the lower local courts – isn’t that a

violation of rights?- Protection from slavery and forced labour is against the laws of Zambia and (Art. 1 of CAT)- Forced evictions are provided for under the protection of freedom of movement where no

citizen shall be deprived of his freedom of movement – that is the right to reside in any part of Zambia.

7.0 Women have Rights Too!


Apparatus Time

To have a shared understanding of women’s rights

Participants should be able to relate to and respect women’s rights

ConstitutionCEDAW

2 hours

Marrying off one’s child has since time immemorial been our custom charged Mr. Mwape in response to persistent calls from Mrs. Mwape not to marry off their oldest daughter who was only 13 years. “I am the head of this household and my word is final. How old were you when I married you? Weren’t you just 11 and did that not bring joy to your parents?”, said Mr. Mwape.

“That was then my dear and besides, there were no schools then. Our daughter is at school and marrying her off will disrupt her education”, retorts Mrs. Mwale. “Well if I can’t marry her

METHODOLOGY

Individual Exercise




Apparatus Time




1 hour


METHODOLOGY

Role play




Apparatus Time




1 hour


METHODOLOGY

Role play




























29 30






























Apparatus Time



ConstitutionCEDAW

2 hours



METHODOLOGY

Individual Exercise




Apparatus Time




1 hour


METHODOLOGY

Role play




Apparatus Time




1 hour


METHODOLOGY

Role play




























31 32




Apparatus Time



ConstitutionCEDAW

2 hours



METHODOLOGY

Individual Exercise

off, then you tell me how I am going to get money to support my family”, demanded Mr Mwape. With tears flowing on her cheeks, she called her daughter and in fact convinced her that marrying her off was the best option for her and the family.

The piece of news did not go well with Cholwa who narrated her ordeal to the neighbours who immediately reported the matter to the Chief. According to tradition and custom, if the parents are agreeable, then the matter should not even be heard, the chief laments. Meanwhile, Mr Mwape is already enjoying the lobola paid off by the son in law despite the sorrow this has brought to the mother and her daughter. Unfortunately, no-one dares report the matter to the police for fear of rebuke from the Police and Mr Mwape.

Action/Activity Observations1 Facilitator to provide each participant with the case study

above and ask each to identify human rights violations;2 Ask participants to classify the human rights issues into

the respective human rights categories;3 The right to choose a spouse, marry only with their free

and full consent, freedom of expression, right to liberty and security of the person including right to equal protection under the law, and the right to equality in the family have been violated;

4 Ask participants with related experiences to share them and also bring those issues parked in the “Parking Bay” for deliberation; (Parking Bay created under activity 3 on page 10 under 2.1- Sharing Human Rights Experiences)

5 Ask participants to outline how such issues should be resolved;

6 Pick important issues of CEDAW and emphasize that customary practices should not be used to justify women oppression (Art. 5 (a));

7 Nevertheless, a people’s culture cannot be plucked away to suit human rights instruments. Only harmful cultures should be eradicated. Ask participants to mention them.

8 How does the Zambian Employment Act support the provisions of CEDAW?

9 How many women hold cabinet positions and why do women vote for men and not women?

10 How and when is affirmative action necessary?

- Women issues attract a lot of debate which may lead to a gender debate which may be difficult to manage.

- Allow input from each participant to get different perspectives.

- The discussion should not be about CEDAW in isolation of real issues on the ground

- Ensure issues in the Parking Bay are exhausted

- Empowering women should be key if they are to claim their rights

- Extol specific examples of challenges brought by Customary Law

Reference Notes- Emphasis on CEDAW is that a woman is a human being born with the same rights as

men;- Society has perpetrated inequality because of the way it socializes the girl child who is

assumed to have succeeded only if married and confined to the kitchen;- The following Acts: Wills and Administration, Marriage, Succession and Local Courts are

informed by Customary Law resulting in continued perpetuation of discrimination against women;

- Art. 23 of the Constitution of Zambia prohibits discrimination based on sex although it further contradicts the provisions of CEDAW under (4);

- Women’s Rights are also provided for in the National Gender Policy supported by the


























Gender in Development Division in the Ministry of Gender.- CEDAW part I Art. 3 provides for full development and advancement of women;- Art. 5 (a) modify social and cultural patterns of conduct of men and women to eliminate

prejudices and customary law;- CEDAW part III Art. 10 (c) elimination of any stereotyped concept of the roles of men and

women at all levels, with (f) providing for the reduction of female student drop-outs.- Employment Act is discriminatory – stipulates that women cannot be employed in mines

thus women cannot take up mining studies let alone work.

A Summary of the Provisions of the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW)

The State is expected to ensure the rights of women to:

Same employment opportunities as men; Free choice of profession and employment; Equal pay for equal work;Freely chose a spouse and marry only with their free and full consent; The same rights and responsibilities during marriage and if it breaks up, as men; The same rights as men to decide on the number and spacing of children; The same person rights when married as single, to choose a profession and occupation.

Therefore:

Women should not be dismissed from their work because they are pregnant. Paid maternity leave should be legislated. Appropriate social services should be supported by the State, for women.

Violence against women breaches the following provisions of the CEDAW:

Right to liberty and security of the person; Right to equal protection under the law; Right to equality in the family; Right to the highest standard available of physical and mental health; Right to just and favourable conditions of war.

To deal with family violence, in the CEDAW, the following recommendations have been made:

Criminal penalties where necessary; Prohibiting the "honour" defense by someone who has killed a female family member; Providing safe refuges and support, for family violence victims; The media respect, and promote respect for, women; Public information and education; Preventive and punitive action against sexual exploitation and trafficking in women; Protecting women from sexual harassment in the workplace.








Therefore:













Therefore:






























- Women’s Rights are also provided for in the National Gender Policy supported by the Gender in Development Division in the Ministry of Gender.

- CEDAW part I Art. 3 provides for full development and advancement of women;- Art. 5 (a) modify social and cultural patterns of conduct of men and women to eliminate







Therefore:






31 32




Apparatus Time



ConstitutionCEDAW

2 hours



METHODOLOGY

Individual Exercise


























































Therefore:













Therefore:













Therefore:






























- Women’s Rights are also provided for in the National Gender Policy supported by the Gender in Development Division in the Ministry of Gender.

- CEDAW part I Art. 3 provides for full development and advancement of women;- Art. 5 (a) modify social and cultural patterns of conduct of men and women to eliminate







Therefore:






33 34








Therefore:













Therefore:






5.0 Do Children have Rights?


Apparatus Time

To have a shared understanding of Children’s Rights

Participants should be able to relate to and respect Children’s Rights


2 hours

Facilitator leads Open discussion Observations1 What is a child?2 How can one tell if a child does not have a registration

certificate especially in the case of child defilement?3 Based on the issues on the “Parking Bay”, what issues

pertain to children? (Parking Bay created under activity 3 on page 10 under 2.1- Sharing Human Rights Experiences)

4 For instance, Cholwa Mwape did not express her desires. Did she really believe marrying someone she did not know was good for her? Discuss based on real life experiences so as to be relevant.

5 Children’s rights should not be left unchecked because parents have the responsibility over their children. Rights should therefore, be viewed in the right context.

6 A child who is not taught to be responsible will grow up to be irresponsible and that’s not in the child’s best interest;

7 Let’s take for example Nyau dancers who are expected to be inducted under extreme conditions to the extent where one can freeze to death. Whilst it is a survival skill according to certain customs, but if one dies, isn’t that a serious offense?

Issues such as:- child labour, - corporal punishment,- privacy, - mischief,- insubordination,- responsibilities, - laziness - neglectamong others should come out in the discussion

- Emphasis should be on rights with responsibilities on both the child and the parent.

Notes:- Anyone under 15 is a child according to Zambian laws- International law says up to 18 years one is a child- Four key principles among others guide children’s rights as provided for in the CRC Article

3 (1) namely;o Principle of non-discrimination;o Best interest of the child;o Life survival development;o Respect of views of the child.

METHODOLOGY

Open Discussion


33 34








Therefore:













Therefore:








Apparatus Time

To have a shared understanding of Children’s Rights

Participants should be able to relate to and respect Children’s Rights


2 hours

Facilitator leads Open discussion Observations1 What is a child?2 How can one tell if a child does not have a registration

certificate especially in the case of child defilement?3 Based on the issues on the “Parking Bay”, what issues

pertain to children? (Parking Bay created under activity 3 on page 10 under 2.1- Sharing Human Rights Experiences)

4 For instance, Cholwa Mwape did not express her desires. Did she really believe marrying someone she did not know was good for her? Discuss based on real life experiences so as to be relevant.

5 Children’s rights should not be left unchecked because parents have the responsibility over their children. Rights should therefore, be viewed in the right context.

6 A child who is not taught to be responsible will grow up to be irresponsible and that’s not in the child’s best interest;

7 Let’s take for example Nyau dancers who are expected to be inducted under extreme conditions to the extent where one can freeze to death. Whilst it is a survival skill according to certain customs, but if one dies, isn’t that a serious offense?

Issues such as:- child labour, - corporal punishment,- privacy, - mischief,- insubordination,- responsibilities, - laziness - neglectamong others should come out in the discussion

- Emphasis should be on rights with responsibilities on both the child and the parent.

Notes:- Anyone under 15 is a child according to Zambian laws- International law says up to 18 years one is a child- Four key principles among others guide children’s rights as provided for in the CRC Article

3 (1) namely;o Principle of non-discrimination;o Best interest of the child;o Life survival development;o Respect of views of the child.

METHODOLOGY

Open Discussion


35 36

2

SECTION 3

Empowering communities to document human rights issues

Empowering Communities to Document Human Rights Issues

35 36

3

9.0 Approaches to Human Rights Program Development

SessionObjective


To have a shared understanding of human rights documentation

Participants should be able to document human rights issues

Note BooksMarkersRecorders

1 hour 30 min

Through an Open Space Approach, participants should pick out human rights issues from the “Parking Bay”. Participants who pick similar issues should be grouped to work on the same issues. The premise of this exercise is that, participants brought issues to the workshop and are now able to relate to the issues within a human rights context. Participants have already practiced developing a human rights radio program so this exercise is meant to bring to the learning table, issues identified during the training “Post mortem” in order to perfect the production of human rights programs.

Activity Facilitator Observations Facilitator asks participants:1. Define the term “documentation”?2. Ask participants to provide vivid examples where documentation is key;3.Revisit the issues observed during the “post mortem” which may include:

Too much stammering which may be a result of inadequate preparation;

Allowing the interviewee to digress too much thereby missing out the real issue;

Allowing a participant to demonize others and package it without censoring it;

Allowing false statistics to be published without verification;

4.Through an analysis of the above, participants should develop a model (best practice) for human rights development;5.Bring out the “PLEC” motto for sustained human rights sensitization amongst communities:

Let the participants do most of the talking and guide when they stray;

Let them share the most embarrassing moment they encountered in documenting programs as this can serve as a learning point for peers.

It is important that they develop their own human rights program development model which they own and can use for their day to day work.

Notes

METHODOLOGY

Open Space

3


SessionObjective





1 hour 30 min











Notes

METHODOLOGY

Open Space

37 38

4

Documentation especially of evidence is synonymous with good journalism as journalists are expected to substantiate whatever they publish;Human rights issues should not be about hearsay but about the truth otherwise media credibility is questioned sometimes resulting in lawsuits;Most important aspect about documentation is understanding the audienceAdvance planning to understand the message to be brought out is important;Choosing the right language is also very important;Making sure that your recorders are functional – if necessary, always carry back up;As a media person, be on the look out to capture events happening in natural settings so always be equipped for emergencies; Storage of content once downloaded from the recorders should be systematic to avoid repeat interviews as a result of failure to locate content.With resources permitting, tapes should be filed away instead of re-using them until the quality of content is distorted to unacceptable levels.“PLEC” moto for sustained human rights sensitization is explained as:

P – partner with local communities to form listening clubsL – lasting networks with other development players are keyE – establish independent impact assessment mechanismsC – create feedback channels of the sensitization of programs is key

3


SessionObjective





1 hour 30 min











Notes

METHODOLOGY

Open Space

5

10.0 Organs on Human Rights in Zambia

SessionObjective


To have a shared understanding of organizations dealing with human rights issues

Participants should be able to name organizations dealing with human rights issues in Zambia and internationally


45 min

On three flip charts, write the heading, “Institutions Promoting and Protecting Human Rights issues in Zambia.” Ask each participant to move in a clockwise fashion and write one organization dealing with human rights issues. Insist that participants should write what has not been written already. Allow participants to discuss the professionalism exhibited by these organizations in handling human rights issues. Those that do not have the opportunity to write should be asked to write non-state institutions dealing with human rights promotion and protection.

Activity/Action Facilitator Observations 1. Lead discussion to establish if complaints raised

against these organizations are genuine or they are imagined hearsays which cannot be substantiated;

2. Bring on board a representative of one of the organizations mentioned to an open discussion meant to understand the operations

3. This is the key to establishing networks with such organizations.

This exercise is key in establishing networks for future work with such organizations.

Notes Human Rights Commission – should brief participants on procedure for seeking human rights violation recourseParliamentary Committee on Legal Affairs, Governance, Human Rights and Gender, Police, Gender Desk

Internationally, talk about the Haig – cite recent cases on Africa

METHODOLOGY

Rotating Open Space

37 38

4

Documentation especially of evidence is synonymous with good journalism as journalists are expected to substantiate whatever they publish;Human rights issues should not be about hearsay but about the truth otherwise media credibility is questioned sometimes resulting in lawsuits;Most important aspect about documentation is understanding the audienceAdvance planning to understand the message to be brought out is important;Choosing the right language is also very important;Making sure that your recorders are functional – if necessary, always carry back up;As a media person, be on the look out to capture events happening in natural settings so always be equipped for emergencies; Storage of content once downloaded from the recorders should be systematic to avoid repeat interviews as a result of failure to locate content.With resources permitting, tapes should be filed away instead of re-using them until the quality of content is distorted to unacceptable levels.“PLEC” moto for sustained human rights sensitization is explained as:

P – partner with local communities to form listening clubsL – lasting networks with other development players are keyE – establish independent impact assessment mechanismsC – create feedback channels of the sensitization of programs is key

3


SessionObjective





1 hour 30 min











Notes

METHODOLOGY

Open Space

5

10.0 Organs on Human Rights in Zambia

SessionObjective


To have a shared understanding of organizations dealing with human rights issues

Participants should be able to name organizations dealing with human rights issues in Zambia and internationally


45 min

On three flip charts, write the heading, “Institutions Promoting and Protecting Human Rights issues in Zambia.” Ask each participant to move in a clockwise fashion and write one organization dealing with human rights issues. Insist that participants should write what has not been written already. Allow participants to discuss the professionalism exhibited by these organizations in handling human rights issues. Those that do not have the opportunity to write should be asked to write non-state institutions dealing with human rights promotion and protection.

Activity/Action Facilitator Observations 1. Lead discussion to establish if complaints raised

against these organizations are genuine or they are imagined hearsays which cannot be substantiated;

2. Bring on board a representative of one of the organizations mentioned to an open discussion meant to understand the operations

3. This is the key to establishing networks with such organizations.

This exercise is key in establishing networks for future work with such organizations.

Notes Human Rights Commission – should brief participants on procedure for seeking human rights violation recourseParliamentary Committee on Legal Affairs, Governance, Human Rights and Gender, Police, Gender Desk

Internationally, talk about the Haig – cite recent cases on Africa

METHODOLOGY

Rotating Open Space

39 40

6

11.0 Networking for Human Rights


Apparatus Time

To have a shared understanding of networking for human rights promotion and networking

Participants should be able to understand and appreciate networking for human rights promotion and protection


45 min

Activity/Action Facilitator Observations 1. Pause the question, if you needed official position on

child abuse, who do you go to and why?2. Bring in the aspect of networks and the importance

i.e. by pass red tape because of the acquaintance created;

3. What are the opportunity gains and costs of networking with:

Fellow radio stations given that community radio serve specific audiences?

Police?Human Rights Commission?Capacity Building organisations with external links?

Government – Information Parent Ministry?4. Networks promote the spirit of “DLES” among

community radio stations.

Establish if journalists belong to any networks or trade unions;Establish the benefits of such networks.

NotesComparative advantage of networking is bringing on board different and varied expertise i.e. if dealing with child rights, women’s rights etc. you liaise with organizations dealing with such issues;In volatile situations where the government exercises too much control over media operations, working in collaboration helps bring out issues which may have been stifled;For instances, if Radio Chikaya handles a number of defilement cases, it would help if Radio Maria was handling the same issues so that authorities can consider such prevalence and pass laws that could curb them;Networking is by no means networking for disobedience – a network should work within the laws of the country;

METHODOLOGY

Open Discussion

6



Apparatus Time




45 min











METHODOLOGY

Open Discussion

7

Affiliations to organizations like MISA could open up opportunities i.e. training, equipment and other collaboration;Whilst sharing of content can be considered unrealistic as the media is always competing for news, with community broadcasting, you serve different communities so the competition aspect surely falls away;Spirit of “DLES” among community radio stations is explained as:

D – delivering quality programs to communities; L – leading in promoting human rights protection; E - engaging communities and networks in human rights promotion;

S – Serving communities and humanity through continued broadcast of human rights programs.

39 40

6



Apparatus Time




45 min











METHODOLOGY

Open Discussion

6



Apparatus Time




45 min











METHODOLOGY

Open Discussion

7

Affiliations to organizations like MISA could open up opportunities i.e. training, equipment and other collaboration;Whilst sharing of content can be considered unrealistic as the media is always competing for news, with community broadcasting, you serve different communities so the competition aspect surely falls away;Spirit of “DLES” among community radio stations is explained as:

D – delivering quality programs to communities; L – leading in promoting human rights protection; E - engaging communities and networks in human rights promotion;

S – Serving communities and humanity through continued broadcast of human rights programs.

41 42

9

12.0 Universal Declaration of Human Rights (UDHR)


Apparatus Time

To have a shared understanding of the UDHR

Participants should be able to link human rights to the UDHR

ComputerUDHRPowerPoint Projector

45 min

Activity Facilitator Observations 1. The UDHR – adopted on 10 December, 1948 as the

world’s response to the atrocities of the 2nd World War;

2. The original UDHR was merely morally binding, the subsequent practice and custom by nations, has given the UDHR some legal status;

3. Most of the UDHR’s principles have been translated into legal force in the form of the ICCPR and the ICESCR);

4. The UDHR recognizes the inherent dignity and the equal and inalienable rights of all members of the human family as the foundation of freedom, justice and peace in the world;

5. Most of the human rights instruments we have today, borrow a lot from the UDHR;

6. The UDHR proclaims that everyone is entitled to all the rights and freedoms set forth in the UDHR.

7. It further states that (Art. 2) no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.

This comes as revision as most of the human rights and their provisions were tackled already;

The Market Café should have provided enough practice for participants to relate to the UDHR;

Your PowerPoint should be captivating so you may ask participants to take turns to sit at the computer maneuvering from one slide to the other;

Note issues already discussed under Section 2 with guiding Articles given under “Notes”.

Notes:Art. 1 propounds that all human beings are born free and equal in dignity and rights;Art. 3 everyone has the right to life;Art. 4 no one shall be held in slavery or servitude; Art. 5 no one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment;

METHODOLOGY

Power Point

8

SECTION 4

IMPORTANT HUMAN RIGHT INSTRUMENTS Important Human Rights Instruments

41 42

9

12.0 Universal Declaration of Human Rights (UDHR)


Apparatus Time

To have a shared understanding of the UDHR

Participants should be able to link human rights to the UDHR

ComputerUDHRPowerPoint Projector

45 min

Activity Facilitator Observations 1. The UDHR – adopted on 10 December, 1948 as the

world’s response to the atrocities of the 2nd World War;

2. The original UDHR was merely morally binding, the subsequent practice and custom by nations, has given the UDHR some legal status;

3. Most of the UDHR’s principles have been translated into legal force in the form of the ICCPR and the ICESCR);

4. The UDHR recognizes the inherent dignity and the equal and inalienable rights of all members of the human family as the foundation of freedom, justice and peace in the world;

5. Most of the human rights instruments we have today, borrow a lot from the UDHR;

6. The UDHR proclaims that everyone is entitled to all the rights and freedoms set forth in the UDHR.

7. It further states that (Art. 2) no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.

This comes as revision as most of the human rights and their provisions were tackled already;

The Market Café should have provided enough practice for participants to relate to the UDHR;


Note issues already discussed under Section 2 with guiding Articles given under “Notes”.

Notes:Art. 1 propounds that all human beings are born free and equal in dignity and rights;Art. 3 everyone has the right to life;Art. 4 no one shall be held in slavery or servitude; Art. 5 no one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment;

METHODOLOGY

Power Point

8

SECTION 4

IMPORTANT HUMAN RIGHT INSTRUMENTS Important Human Rights Instruments

43 4410

Art. 9 no one shall be subjected to arbitrary arrest, detention or exile;Art. 10 everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal in the determination of his rights and obligations and of any criminal charge against him;Art. 11 (1) everyone charged with a penal offense has the right to be presumed innocent until proven guilty according to law;Art. 13 everyone has the right to freedom of movement and residence within the borders of each state;Art. 16 (1) men and women of full age without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution;Art. 16 (2) marriage shall be entered into only with the free and full consent of the intending spouses;Art. 19 everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers;Art. 23 everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment;Art. 26 everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages;Art .27 everyone has the right to freely participate in the cultural life of the community;Art. 29 everyone has duties to the community which alone the free and full development of his personality is possible.

43 44

12

innocent until proved guilty according to law – (note punishment without trial);Art. 20 (2) any advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence shall be prohibited by law;Art. 23 (1) the family is the natural and fundamental group unit of society and is entitled to protection by society and the state – (note similar provision in ICESCR);Art. 23 (3) No marriage shall be entered into without the free and full consent of the intending spouse – (similar provision in ICESCR and CEDAW);

14.0 International Covenant on Economic, Social and Cultural Rights (ICESCR)

SessionObjective


To have a shared understanding of ICESCR

Participants should be able to relate to human rights provisions under the ICESCR

ComputerPowerPoint ProjectorICESCR

45 min

Activity Facilitator Observations 1. ICESCR was adopted in 1966 and came into force in

1976;2. Grounded on the ideals of freedom which can only

be achieved if conditions are created whereby everyone may enjoy civil and political rights as well as economic, social and cultural rights;

3. Recognizes the individual, having duties to other individuals and to the community to which he belongs;

4. The individual is under a responsibility to strive for the promotion and observance of the rights recognized in this covenant;

5. Has 31 Articles segmented into five parts.

Your PowerPoint should be animated with sound to draw participant’s attention at all times.Note the complementarities of the Covenants;Dwell on the limitations of ICESCR already highlighted in the previous sections.

NotesArt. 1 all people have the right of self determination;Art. 4 & 5 provides for the limitation of rights as are determined by law;Art. 6 provides for the right to work; Art. 8 (a) provides for the rights to form and belong to trade unions of choice;Art. 8 (d) provides for the right to strike in conformity with the laws of the country;Art. 10 (1) stipulate that marriage should be with free consent of the parties;Art. 10 (3) provides for the protection of children and young persons;Art. 13 (1) propounds the right to education. 2 (a) states that primary education shall be compulsory and available free to all and yetArt 13 (3) undertakes to respect the liberty of parents and guardians to chose the right schools for their children;Art. 15 undertakes to safeguard cultural rights and life;Art. 17 outlines the procedures for reporting to the UN by State Parties;

METHODOLOGY

Powerpoint

11

13.0 International Covenant on Civil and Political Rights (ICCPR)

SessionObjective


To have a shared understanding of ICCPR

Participants should be able to relate to human rights issues to the ICCPR

ICCPRMarket Café ComputerPowerPoint Projector

45 min

Activity Facilitator Observations 1. ICCPR was adopted in 1966 and came into force in

1976;2. Established in accordance with the principles

proclaimed in the Charter of the UN in recognition of the inherent dignity and of the equal and inalienable rights of all humanity in the foundation of freedom, justice and peace;


4. Realizes that the individual having duties to other individuals and to the community to which he belongs is under responsibility to strive for the promotion and observance of the rights recognized in this covenant;

5. Has 53 Articles segmented into six parts.

This comes as revision as most of the provisions were tackled already;

The Market Café should have provided enough practice for participants to relate to this Covenant;


Note issues already discussed under Notes:

Notes Art. 1 provides for the right to self-determination (similar with ICESCR below);Art. 2 (2) provides for the domestication of international law into the constitution;Art. 3 provides for State Parties to the Covenant to ensure the equal rights of men and women to the enjoyment of all civil and political rights – refer to CEDAW;Art. 6 every human being has the inherent right to life – limitations prevail;Art. 7 no one should be subjected to torture or to cruel, inhuman or degrading treatment or punishment – refer to CAT;Art. 8 guarantee to freedom from slavery and slave trade;Art. 9. (1-5) guarantees against arbitrary arrest or detention;Art. 12 everyone lawfully within the territory of a state shall have the right to liberty or movement and freedom to choose his residence – (note forced evictions);Art. 14 (2) everyone charged with a criminal offense shall have the right to be presumed

METHODOLOGY

PowerPoint

45 46

12

innocent until proved guilty according to law – (note punishment without trial);Art. 20 (2) any advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence shall be prohibited by law;Art. 23 (1) the family is the natural and fundamental group unit of society and is entitled to protection by society and the state – (note similar provision in ICESCR);Art. 23 (3) No marriage shall be entered into without the free and full consent of the intending spouse – (similar provision in ICESCR and CEDAW);

14.0 International Covenant on Economic, Social and Cultural Rights (ICESCR)

SessionObjective


To have a shared understanding of ICESCR

Participants should be able to relate to human rights provisions under the ICESCR

ComputerPowerPoint ProjectorICESCR

45 min

Activity Facilitator Observations 1. ICESCR was adopted in 1966 and came into force in

1976;2. Grounded on the ideals of freedom which can only

be achieved if conditions are created whereby everyone may enjoy civil and political rights as well as economic, social and cultural rights;


4. The individual is under a responsibility to strive for the promotion and observance of the rights recognized in this covenant;

5. Has 31 Articles segmented into five parts.

Your PowerPoint should be animated with sound to draw participant’s attention at all times.Note the complementarities of the Covenants;Dwell on the limitations of ICESCR already highlighted in the previous sections.

NotesArt. 1 all people have the right of self determination;Art. 4 & 5 provides for the limitation of rights as are determined by law;Art. 6 provides for the right to work; Art. 8 (a) provides for the rights to form and belong to trade unions of choice;Art. 8 (d) provides for the right to strike in conformity with the laws of the country;Art. 10 (1) stipulate that marriage should be with free consent of the parties;Art. 10 (3) provides for the protection of children and young persons;Art. 13 (1) propounds the right to education. 2 (a) states that primary education shall be compulsory and available free to all and yetArt 13 (3) undertakes to respect the liberty of parents and guardians to chose the right schools for their children;Art. 15 undertakes to safeguard cultural rights and life;Art. 17 outlines the procedures for reporting to the UN by State Parties;

METHODOLOGY

Powerpoint

13

Art. 22 provides for the recourse/remedies in the event of state violation of the Covenant;

15.0 The Convention on the Elimination of all forms of Discrimination Against Women (CEDAW)

SessionObjective


To have a shared understanding of CEDAW

Participants should be able to relate to human rights provisions under CEDAW

CEDAWMarket Café ComputerProjector

45 min

Activity Facilitator Observations 1. CEDAW was adopted in 1979 and came into force in

1981;2. CEDAW holds an important place in the international

promotion of women’s rights as it spells out the meaning of gender equality and sets out how this can be achieved;

3. The emphasis on CEDAW is that women are human beings born with the same rights as men and therefore, should be able to claim and enjoy human rights;

4. CEDAW recognizes that discrimination against women violates the principles of equality of rights and respect for human dignity and is an obstacle to the participation of women on equal terms with men, in the political, social, economic and cultural life of their country;

5. Recognizes the great contribution of women to the welfare of the family and to the development of society so far not fully recognized;

6. Notes that a change in the traditional role of men as well as the role of women in society and in the family is needed to achieve full equality between men and women;



Ask male volunteers to present the PowerPoint you will lead in preparing;

The rationale is that most men have issues with CEDAW so presenting them kind of eases tension

Keep your PowerPoint exciting so you may ask participants to take turns to sit at the computer maneuvering from one slide to the other;

Note existence of Gender Policy, Gender Desk and Human Rights Gender Committee in Zambia;


METHODOLOGY

PowerPoint

45 46

13

Art. 22 provides for the recourse/remedies in the event of state violation of the Covenant;

15.0 The Convention on the Elimination of all forms of Discrimination Against Women (CEDAW)

SessionObjective


To have a shared understanding of CEDAW

Participants should be able to relate to human rights provisions under CEDAW

CEDAWMarket Café ComputerProjector

45 min

Activity Facilitator Observations 1. CEDAW was adopted in 1979 and came into force in

1981;2. CEDAW holds an important place in the international

promotion of women’s rights as it spells out the meaning of gender equality and sets out how this can be achieved;

3. The emphasis on CEDAW is that women are human beings born with the same rights as men and therefore, should be able to claim and enjoy human rights;

4. CEDAW recognizes that discrimination against women violates the principles of equality of rights and respect for human dignity and is an obstacle to the participation of women on equal terms with men, in the political, social, economic and cultural life of their country;

5. Recognizes the great contribution of women to the welfare of the family and to the development of society so far not fully recognized;

6. Notes that a change in the traditional role of men as well as the role of women in society and in the family is needed to achieve full equality between men and women;



Ask male volunteers to present the PowerPoint you will lead in preparing;

The rationale is that most men have issues with CEDAW so presenting them kind of eases tension

Keep your PowerPoint exciting so you may ask participants to take turns to sit at the computer maneuvering from one slide to the other;

Note existence of Gender Policy, Gender Desk and Human Rights Gender Committee in Zambia;


METHODOLOGY

PowerPoint

47 48

16

claimed;6. CRC Art. 17 (a) encourages the media to

disseminate information and material of social and cultural benefit to the child – discuss this issue.

Note the misconception that teaching one’s child survival skills i.e. household chores or cattle herding is tantamount to child abuse.

NotesArt. 1 defines a child as one below the age of 18 (link to age of 15 as per constitution);Art. 2 (2) provides for the protection against all forms of discrimination or punishment on the basis of the status, activities, expressed opinions or beliefs of the child’s;Art. 3 propounds the need for any considerations to be in the best interest of the child;Art. 5 calls for State Parties to respect the responsibilities, rights and duties of parents or, where applicable, the members of the extended family or community as provided for by local custom, legal guardians or other persons legally responsible for the child;Art. 6 (1 and 2) provides for State Parties to recognize that every child has the inherent right to life and to ensure to the maximum extent possible the survival and development of the child;Art. 7 provide that the child shall be registered immediately after birth and shall have the right from birth to a name etc.Art. 12 (1 and 2) provides for States Parties to assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child… with views given due weight in accordance with age/maturity;Art. 13 (1) guarantees the right to freedom of expression… freedom to speak, receive and impart information and ideas of all kinds;Art. 13 (2) however outlines restrictions to freedom of expression as provided by the law;Art. 14 (2) States Parties are expected to respect the child’s freedom of association and freedom of peaceful assembly;Art. 16 (1) No child shall be subjected to arbitrary or unlawful interference with his or her privacy, family, home or correspondence nor to unlawful attacks on his or her honour and reputation;Art. 17 (a) encourages the media to disseminate information and material of social and cultural benefit to the child and in accordance with the spirit of article 29;Art. 23 States Parties should recognize that mentally or physically disabled children should enjoy a full and decent life in conditions which ensure dignity, promote self-reliance and facilitate the child’s active participation in the community;Art. 28 States Parties shall make primary education free, compulsory and available to all; Art. 29 1 (a and d) provides for the development of a child to a responsible person;Art. 37 (a) accords children freedom from torture or other cruel, inhuman or degrading treatment or punishment.

15

16.0 The Convention on the Rights of the Child (CRC)

SessionObjective


To have a shared understanding of CRC

Participants should be able to relate to human rights provisions in the CRC

Flip ChartMarkersCRCMarket Café

1 hour

To make this session exciting, work with school pupils who are exposed to human rights learning. Prepare them for a role play where you give them specific Articles to recite in the presence of workshop participants. Participants should be ready to record this play and present it to responsible authorities who should respond and indicate how such rights are being promoted. Of importance is to alert the pupils and other communities of when the program is aired so that they get to listen and act accordingly.

Activity Facilitator Observations 1. The CRC was adopted in 1989 by the General

Assembly of the UN and is considered the most ratified treaty under the UN system, with the USA and Somalia the only two exceptions;

2. The CRC borrows from the UDHR, ICCPR and ICESCR in its provisions of special care, protection and assistance of the child;

3. Built on four basic principles namely;Principle of non-discriminationBest interest of the childLife survival developmentRespect views of the child

4. Also calls on parents and guardians not to abandon their responsibilities to bring up responsible children;

5. Children’s rights should be viewed in the right context where responsibility is at the core of every right

Note the life experiences brought up by participants;

Note the action they have taken to protect themselves;

Certain inappropriate non-verbal actions need to be explained to children i.e a teacher scratches the palm of a girl child or winks in a way that makes her uncomfortable;

Establish if there are any children not registered and if any, assist them get registered with consent of parents;

METHODOLOGY

Role Play

16





47 48

16





15

16.0 The Convention on the Rights of the Child (CRC)

SessionObjective


To have a shared understanding of CRC

Participants should be able to relate to human rights provisions in the CRC

Flip ChartMarkersCRCMarket Café

1 hour

To make this session exciting, work with school pupils who are exposed to human rights learning. Prepare them for a role play where you give them specific Articles to recite in the presence of workshop participants. Participants should be ready to record this play and present it to responsible authorities who should respond and indicate how such rights are being promoted. Of importance is to alert the pupils and other communities of when the program is aired so that they get to listen and act accordingly.

Activity Facilitator Observations 1. The CRC was adopted in 1989 by the General

Assembly of the UN and is considered the most ratified treaty under the UN system, with the USA and Somalia the only two exceptions;

2. The CRC borrows from the UDHR, ICCPR and ICESCR in its provisions of special care, protection and assistance of the child;

3. Built on four basic principles namely;Principle of non-discriminationBest interest of the childLife survival developmentRespect views of the child

4. Also calls on parents and guardians not to abandon their responsibilities to bring up responsible children;

5. Children’s rights should be viewed in the right context where responsibility is at the core of every right

Note the life experiences brought up by participants;

Note the action they have taken to protect themselves;

Certain inappropriate non-verbal actions need to be explained to children i.e a teacher scratches the palm of a girl child or winks in a way that makes her uncomfortable;

Establish if there are any children not registered and if any, assist them get registered with consent of parents;

METHODOLOGY

Role Play

16





49 50

17

17.0 African Charter on the Rights and Welfare of the Child (ACRWC)

SessionObjective


To have a shared understanding of ACRWC

Participants should be able to relate to human rights provided for in ACRWC

Flip ChartMarkersACRWCMarket Café

10 min

Activity Facilitator Observations 1. The ACRWC was developed in 1990 and put into

force in 2000 as a result of the need to include relevant aspects such as the rights of the child, protection against genital mutilation and circumcision within the African context;

2. The ACRWC also safeguards against some of the vices permitted under the CRC such as allowing children to be incorporated into the army as well as allowing early marriages;

3. The most notable aspect of this charter is that it places duties on children therefore, provides for rights and responsibilities within the extended family systems;

4. The Charter also provides for the non discrimination of children on account of the behavior of their parents;

5. The ACRWC is specific that a child is a person under the age of 18;

6. The ACRWC places duty on the child i.e. the duty to work for the cohesion of the family.

Note the similarities between ACRWC and CRC so this is more or less a continuation of CRC.

The notable distinctions are on definitions and contexts

METHODOLOGY

Open discussion

18

Notes

18.0 African Charter on Human and People’s Rights (ACHPR)

SessionObjective


To have a shared understanding of ACHPR as it relates to human rights

Participants should be able to give examples of ACHPR as it relates to human rights issues

PowerPoint projectorComputerACHPR Market Café

45 min

Activity Facilitator Observations 1. The ACHPR was adopted in 1981 and came into

force in 1986;2. It is a regional instrument promoted by the then

Organization of African Unity (OAU) designed to respond to human rights issues within an African context;

3. The ACHPR proclaims both rights and duties of individual and group;

4. The ACHPR borrows heavily from the UDHR and other international instruments;

Note the similarities and differences with CRC;

Notes Art. 1 accords the rights and freedoms no matter what race, tribe, colour, sex, language, religion, political or other opinion;Art. 9 provides for the right to give and receive information freely, and to express his/her opinion within the law;Art. 16 each person has the right to health and to medical care when sick;Art. 17 provides for the right to education and cultural life;Art. 18 provides the family as the natural unit and basis of society with the State having the

METHODOLOGY

Power Point

18

Notes


SessionObjective





45 min








METHODOLOGY

Power Point

19

duty to protect and assist the family especially women, children and the disabled;Art. 22 outlines that all people have the right to their economic, social and cultural development with the State bound by duty to ensure such rights;Art. 27 provides that each person has duties towards his/her family and society, the State other communities and the international community. Each person must exercise his/her rights and freedoms without disturbing the rights of others.

19.0 The Convention Against Torture and other Cruel, Inhuman Treatment or Degrading Punishment (CAT)

SessionObjective


To have a shared understanding of CAT

Participants should be able to give examples of CAT

Flip ChartMarkersCAT Market Café

1 hour

Split participants into four groups of five. Each group should identify an incident where torture, cruel and degrading punishment has been perpetrated on somebody. Ask each group to go through CAT and identify the specific human rights violations as presented in the Convention. Group representatives should present findings for further interrogation by the entire participants.


force in 1987;2. CAT is the sole instrument human rights defenders

rely on in their daily work;3. CAT declares that there are no exceptions or

circumstances under whatever instance that torture may take place;

4. CAT has regard to Art. 5 of the UDHR and Art. 7 of the ICCPR which safeguard against torture or cruel inhuman or degrading treatment or punishment;

5. Issues to come out of group discussions may include:

Note that States should have provisions that criminalize torture in the Penal Code – Zambia has not yet domesticated torture;

Note that all the related issues in the “Parking bay” are exhausted;

Compare the group findings

METHODOLOGY

Group Work

49 50

17

17.0 African Charter on the Rights and Welfare of the Child (ACRWC)

SessionObjective


To have a shared understanding of ACRWC

Participants should be able to relate to human rights provided for in ACRWC

Flip ChartMarkersACRWCMarket Café

10 min

Activity Facilitator Observations 1. The ACRWC was developed in 1990 and put into

force in 2000 as a result of the need to include relevant aspects such as the rights of the child, protection against genital mutilation and circumcision within the African context;

2. The ACRWC also safeguards against some of the vices permitted under the CRC such as allowing children to be incorporated into the army as well as allowing early marriages;

3. The most notable aspect of this charter is that it places duties on children therefore, provides for rights and responsibilities within the extended family systems;

4. The Charter also provides for the non discrimination of children on account of the behavior of their parents;

5. The ACRWC is specific that a child is a person under the age of 18;

6. The ACRWC places duty on the child i.e. the duty to work for the cohesion of the family.

Note the similarities between ACRWC and CRC so this is more or less a continuation of CRC.

The notable distinctions are on definitions and contexts

METHODOLOGY

Open discussion

18

Notes


SessionObjective





45 min








METHODOLOGY

Power Point

18

Notes


SessionObjective





45 min








METHODOLOGY

Power Point

19



SessionObjective





1 hour











METHODOLOGY

Group Work

20

Arbitrary detentions by ChiefsArbitrary detentions by the PoliceExcessive force by traditional chiefs’

messengers Detentions without trialFalse imprisonment Torture through denial of foodUse of abusive langue in publicSmearing of Nkasi (Buffalo Beans) on women’s private parts;Severe beating and burning using cigarette by Police;

with those written under the Market Café Obligations noting state obligations.

NotesArt. 1 defines “torture” as an act by which severe pain or suffering, whether physical or

mental, is intentionally inflicted on a person for such purposes as obtaining from him or a third person information or a confession, punishing him for an act he or a third person has committed or is suspected of having committed, or intimidating or coercing him or a third person or for any reason based on discrimination of any kind

Art. 4 puts duty on States Parties to ensure that all acts of torture are offenses under its criminal law. The same shall apply to an attempt to commit torture and to an act by any person which constitutes complicity or participation in torture;

Art. 11 provides for each State Party to keep under systematic review interrogation rules, instructions, methods and practices as well as arrangements for the custody and treatment of persons subjected to any form of arrest, detention or imprisonment in any territory under its jurisdiction, with a view to preventing any cases of torture.

51 52

19



SessionObjective





1 hour











METHODOLOGY

Group Work

20








19



SessionObjective





1 hour











METHODOLOGY

Group Work

20








51 52

19



SessionObjective





1 hour











METHODOLOGY

Group Work

20








19



SessionObjective





1 hour











METHODOLOGY

Group Work

53 54

22

1. Any human rights workshop should serve a purpose and should not just be for the sake of it. A human rights workshop in this context is a practical training session where trainers and participants employ participatory methodologies to learn or enhance knowledge of human rights;

2. Most importantly, any workshop should be done preceding a participant capacity needs assessment so that the training provides demand driven learning;

3. Invitation letters to a human rights workshop should be addressed to top management to guarantee that the right candidates attend the workshop and that any recommendations of the workshop will be taken on board by management;

4. Invitation letters should be well written on time clearly stating the following:The purpose of the workshop; The period for which the workshop will run;Expected number of participants from the institution;A summary job description of expected participants to the workshop;

5. A brief questionnaire to determine the level of education, knowledge about human rights and expectations from a human rights workshop should accompany invitation letters;

6. A date for the submission of completed questionnaires prior to the workshop date should be stated;

20.0 INVITING PARTICIPANTS TO A

WORKSHOP

23

7. Adequate preparation to engage resource persons, and for materials, venue of workshop and other logistics should be made on time to avoid making unjustifiable excuses throughout the training.

1. Vibrant introductions in a training workshop, set the right ambience for learning and therefore, should be clearly thought and informed by the level of participants.

2. As a rule of thumb, participants should introduce themselves with official guests introduced.

3. As part of the introduction, participants may be asked to express their expectations which they may already have expressed in the completed questionnaire attached to the workshop invitation letter.

4. Such expectations should be recorded by the Assistant Facilitator and kept for reference throughout the workshop. As part of instant feedback, the facilitator may check to see that all expectations are being met with corrective measures taken if they are not.

5. Alternatively, a game can serve as an Ice Breaker to facilitate introductions.

20.0 CONDUCTING INTRODUCTIONS

21

SECTION 5

PLANNING A WORKSHOP Planning a Workshop

53 54

22

1. Any human rights workshop should serve a purpose and should not just be for the sake of it. A human rights workshop in this context is a practical training session where trainers and participants employ participatory methodologies to learn or enhance knowledge of human rights;

2. Most importantly, any workshop should be done preceding a participant capacity needs assessment so that the training provides demand driven learning;

3. Invitation letters to a human rights workshop should be addressed to top management to guarantee that the right candidates attend the workshop and that any recommendations of the workshop will be taken on board by management;

4. Invitation letters should be well written on time clearly stating the following:The purpose of the workshop; The period for which the workshop will run;Expected number of participants from the institution;A summary job description of expected participants to the workshop;

5. A brief questionnaire to determine the level of education, knowledge about human rights and expectations from a human rights workshop should accompany invitation letters;

6. A date for the submission of completed questionnaires prior to the workshop date should be stated;

20.0 INVITING PARTICIPANTS TO A

WORKSHOP

23








21

SECTION 5

PLANNING A WORKSHOP Planning a Workshop

55 56

23









24

1. Session objectives and outcomes were set and therefore, it is important to monitor if they are achieved.

2. Monitoring can be done daily by the end of the session through a “mood meter” where participants are expected to put a tick against each topic understood and an X against any that requires further attention;

3. The facilitation team should critically observe the proceedings, participation and understanding of issues and convene review meetings at the end of each session. Such should inform the next day’s proceedings so that issues requiring further attention are dealt with thoroughly;

4. To vary this format, anonymous evaluation forms can be completed by participants every other day. Waiting for an end of training evaluation may not be useful for responding to issues/concerns regarding the training.

5. If evaluation forms are administered daily, they should be short and informative i.e.

What did you like most about today’s training?What did you like least?What suggestions do you have for improvement?

6. Attached below is a sample questionnaire which may be distributed at the end of the week: This should be varied to meet the demand of different audiences.

21.0 EVALUATING A WORKSHOP


55 56

23









24

1. Session objectives and outcomes were set and therefore, it is important to monitor if they are achieved.

2. Monitoring can be done daily by the end of the session through a “mood meter” where participants are expected to put a tick against each topic understood and an X against any that requires further attention;

3. The facilitation team should critically observe the proceedings, participation and understanding of issues and convene review meetings at the end of each session. Such should inform the next day’s proceedings so that issues requiring further attention are dealt with thoroughly;

4. To vary this format, anonymous evaluation forms can be completed by participants every other day. Waiting for an end of training evaluation may not be useful for responding to issues/concerns regarding the training.

5. If evaluation forms are administered daily, they should be short and informative i.e.

What did you like most about today’s training?What did you like least?What suggestions do you have for improvement?

6. Attached below is a sample questionnaire which may be distributed at the end of the week: This should be varied to meet the demand of different audiences.



57 58

25

Using the scale 1 = very useful; 2 = somewhat useful; 3 = not very useful, indicate how you rate the workshop in relation to:

relevance,

importance

timing

What topic did you find most valuable during the five day workshop and why?………………………………………………………………………………………………………

…………………………………………………………………………………

How do you expect to apply what you have learnt in the workshop in your programming?……………………………………………………………………………………………

What was the least useful aspect of the training? Give your reasons……………………………………………………………………………………………

What suggestion do you have for improving similar trainings?……………………………………………………………………………………………

Using the scale 1 = very useful; 2 = somewhat useful; 3 = not very useful, indicate how

22.0 SAMPLE EVALUATION FORM

2323.0 SAMPLE EVALUATIONFORM

26

useful each of the following topics was

Overview of human rights

Basic characteristics of Human Rights

Civil and Political

Economic and Social

Solidarity or group rights

Legal rights vs human rights

International Covenant on Economic Social and Cultural Rights

International Covenant on Civil and Political Rights

African Charter on Human and People’s Rights

Convention on the Elimination of all forms of Discrimination Against Women

CRC and the African Charter on the Rights and Welfare of the Child

The Convention Against Torture and other Cruel, Inhuman Treatment

How relevant are the exercises you carried out Group Exercise 1

……………………………………………………………………………………………

Group Exercise 2

……………………………………………………………………………………………

Group Exercise 3……………………………………………………………………………………………

To what extent have your workshop expectations been met?……………………………………………………………………………………………

Thank you for participating in the workshop and completing this questionnaire.

26




Civil and Political

Economic and Social










……………………………………………………………………………………………

Group Exercise 2

……………………………………………………………………………………………

Group Exercise 3……………………………………………………………………………………………



57 58

25

Using the scale 1 = very useful; 2 = somewhat useful; 3 = not very useful, indicate how you rate the workshop in relation to:

relevance,

importance

timing

What topic did you find most valuable during the five day workshop and why?………………………………………………………………………………………………………

…………………………………………………………………………………

How do you expect to apply what you have learnt in the workshop in your programming?……………………………………………………………………………………………

What was the least useful aspect of the training? Give your reasons……………………………………………………………………………………………

What suggestion do you have for improving similar trainings?……………………………………………………………………………………………

Using the scale 1 = very useful; 2 = somewhat useful; 3 = not very useful, indicate how

22.0 SAMPLE EVALUATION FORM

2323.0 SAMPLE EVALUATIONFORM

26




Civil and Political

Economic and Social










……………………………………………………………………………………………

Group Exercise 2

……………………………………………………………………………………………

Group Exercise 3……………………………………………………………………………………………



26




Civil and Political

Economic and Social










……………………………………………………………………………………………

Group Exercise 2

……………………………………………………………………………………………

Group Exercise 3……………………………………………………………………………………………



59 60

27

Appendix 1

What is Open Space?

(http://www.openspaceworld.org)

It is a self-organizing practice of inner discipline and collective activity which releases the inherent creativity and leadership in people. By inviting people to take responsibility for what they care about, Open Space establishes a marketplace of inquiry, reflection and learning, bringing out the best in both individuals and the whole.

When to use it:

• Where conflict is holding back the ability to change• Where the situation is complex• Where there is a high degree of diversity• Where there is an urgent need to make speedy decisions• Where all stakeholders are needed for good decisions to be made• Where you have no preconceived notion of what the outcomes should be

Probable outcomes:

• Builds energy, commitment and shared leadership• Participants accept responsibility for what does or doesn’t happen• Action plans and recommendations emerge from discussions as appropriate• You create a record of the entire proceedings as you go along

How it works:

The Law of Two Feet means you take responsibility for what you care about -- standing up for that and using your own two feet to move to whatever place you can best contribute and/or learn.

Four principles apply to how you navigate in open space:

Whoever comes is the right person

Whoever is attracted to the same conversation are the people who can contribute most to that conversation—because they care. So they are exactly the ones—for the whole group-- who are capable of initiating action.

Whatever happens is the only thing that could’ve

We are all limited by our own pasts and expectations. This principle acknowledges we’ll all do our best to focus on NOW-- the present time and place-- and not get bogged down in what could’ve or should’ve happened.

When it starts is the right time

The creative spirit has its own time, and our task is to make our best contribution and enter the flow of creativity when it starts.

When it’s over, it’s over

59 60

27

Appendix 1

What is Open Space?

(http://www.openspaceworld.org)

It is a self-organizing practice of inner discipline and collective activity which releases the inherent creativity and leadership in people. By inviting people to take responsibility for what they care about, Open Space establishes a marketplace of inquiry, reflection and learning, bringing out the best in both individuals and the whole.

When to use it:

• Where conflict is holding back the ability to change• Where the situation is complex• Where there is a high degree of diversity• Where there is an urgent need to make speedy decisions• Where all stakeholders are needed for good decisions to be made• Where you have no preconceived notion of what the outcomes should be

Probable outcomes:

• Builds energy, commitment and shared leadership• Participants accept responsibility for what does or doesn’t happen• Action plans and recommendations emerge from discussions as appropriate• You create a record of the entire proceedings as you go along

How it works:

The Law of Two Feet means you take responsibility for what you care about -- standing up for that and using your own two feet to move to whatever place you can best contribute and/or learn.

Four principles apply to how you navigate in open space:

Whoever comes is the right person

Whoever is attracted to the same conversation are the people who can contribute most to that conversation—because they care. So they are exactly the ones—for the whole group-- who are capable of initiating action.

Whatever happens is the only thing that could’ve

We are all limited by our own pasts and expectations. This principle acknowledges we’ll all do our best to focus on NOW-- the present time and place-- and not get bogged down in what could’ve or should’ve happened.

When it starts is the right time

The creative spirit has its own time, and our task is to make our best contribution and enter the flow of creativity when it starts.

When it’s over, it’s over

61 62

30

4. To begin the gathering: Facilitator explains: the theme, the simple process the group will follow to organize and create a record, where to put things up and find out what is happening, the Law of Two Feet, and the Principles of Open Space. Then, facilitator invites people to silently meditate on what has heart and meaning for each of them.

5. Opening the marketplace: the Facilitator invites anyone who cares about an issue to step into the middle of the circle and write the topic, their name, a time and place for meeting, announce it and post the offering on the Agenda Wall -- one sheet per topic—as many topics as he/she wants. They will be convenors who have responsibility for facilitating their session(s) and seeing to it that a report is made and shared on the News Wall.

6. When ALL offerings are concluded, the Facilitator invites people to sign up for what they are interested in and take responsibility for their schedules, using the Law of Two Feet.

7. People participate in discussions. The Facilitator takes care of the space. Reporters enter discussion reports in the computers and printouts are posted on the News Wall.

8. Closing Circle: all reconvene an hour before closing to share highlights, "ahas" and key learnings in a Dialogue format: simply listening to whatever people have to offer without discussion, or you can pass a "talking stick" for each person to hold as he/she is talking, or to pass along if the person doesn't want to contribute anything.

9. Mail out whatever record is created and an address list to all who came. 10. If it is a several day gathering, do steps 3 through 8 daily.

Appendix 2

Creativity has its own rhythm. So do groups. Just a reminder to pay attention to the flow of creativity -- not the clock. When you think it is over, ask: Is it over? And if it is, go on to the next thing you have passion for. If it’s not, make plans for continuing the conversation.

How Open Space works when there is conflict:

The Law of Two Feet gives participants freedom to move at any time to a discussion they care about. Caring creates common ground, and helps to remind participants of higher purpose.

Group size:

To date, we know that Open Space accommodates groups from 5 to 1500 people. It can be run for a couple of hours to 3 or more days; consecutively or over time; at one site or at multiple sites connected by computer and/or phone and video. The longer the space is open, the more transformative the outcomes.

The Steps in brief:1. Select a focusing statement or question for your gathering. It should frame the higher purpose and widest context for your discussion in a positive way.2. Invite the circle of people: all stakeholders or all the people you’d like to have in the room. Include the theme, date, place and time of gathering in the invitation.3. Create the circle: Set up chairs in a circle or in concentric circles, leaving space in the center. Choose a blank wall for the Agenda Wall and label it AGENDA: AM, PM across the top. Set up a table for computers near a wall you label NEWS. Put blank sheets of news print (about quarter size of a flip chart page) and colored felt pens in the center of the circle. Near the Agenda Wall and the News Wall put masking tape for people to post papers on the walls.4. To begin the gathering: Facilitator explains: the theme, the simple process the group will follow to organize and create a record, where to put things up and find out what is happening, the Law of Two Feet, and the Principles of Open Space. Then, facilitator invites people to silently meditate on what has heart and meaning for each of them.5. Opening the marketplace: the Facilitator invites anyone who cares about an issue to step into the middle of the circle and write the topic, their name, a time and place for meeting, announce it and post the offering on the Agenda Wall -- one sheet per topic—as many topics as he/she wants. They will be convenors who have responsibility for facilitating their session(s) and seeing to it that a report is made and shared on the News Wall.6. When ALL offerings are concluded, the Facilitator invites people to sign up for what they are interested in and take responsibility for their schedules, using the Law of Two Feet.7. People participate in discussions. The Facilitator takes care of the space. Reporters enter discussion reports in the computers and printouts are posted on the News Wall.8. Closing Circle: all reconvene an hour before closing to share highlights, “ahas” and key learnings in a Dialogue format: simply listening to whatever people have to offer without discussion, or you can pass a “talking stick” for each person to hold as he/she is talking, or to pass along if the person doesn’t want to contribute anything.9. Mail out whatever record is created and an address list to all who came.10. If it is a several day gathering, do steps 3 through 8 daily.

61 62

30

4. To begin the gathering: Facilitator explains: the theme, the simple process the group will follow to organize and create a record, where to put things up and find out what is happening, the Law of Two Feet, and the Principles of Open Space. Then, facilitator invites people to silently meditate on what has heart and meaning for each of them.

5. Opening the marketplace: the Facilitator invites anyone who cares about an issue to step into the middle of the circle and write the topic, their name, a time and place for meeting, announce it and post the offering on the Agenda Wall -- one sheet per topic—as many topics as he/she wants. They will be convenors who have responsibility for facilitating their session(s) and seeing to it that a report is made and shared on the News Wall.

6. When ALL offerings are concluded, the Facilitator invites people to sign up for what they are interested in and take responsibility for their schedules, using the Law of Two Feet.

7. People participate in discussions. The Facilitator takes care of the space. Reporters enter discussion reports in the computers and printouts are posted on the News Wall.

8. Closing Circle: all reconvene an hour before closing to share highlights, "ahas" and key learnings in a Dialogue format: simply listening to whatever people have to offer without discussion, or you can pass a "talking stick" for each person to hold as he/she is talking, or to pass along if the person doesn't want to contribute anything.

9. Mail out whatever record is created and an address list to all who came. 10. If it is a several day gathering, do steps 3 through 8 daily.

Appendix 2

Creativity has its own rhythm. So do groups. Just a reminder to pay attention to the flow of creativity -- not the clock. When you think it is over, ask: Is it over? And if it is, go on to the next thing you have passion for. If it’s not, make plans for continuing the conversation.

How Open Space works when there is conflict:

The Law of Two Feet gives participants freedom to move at any time to a discussion they care about. Caring creates common ground, and helps to remind participants of higher purpose.

Group size:

To date, we know that Open Space accommodates groups from 5 to 1500 people. It can be run for a couple of hours to 3 or more days; consecutively or over time; at one site or at multiple sites connected by computer and/or phone and video. The longer the space is open, the more transformative the outcomes.

The Steps in brief:1. Select a focusing statement or question for your gathering. It should frame the higher purpose and widest context for your discussion in a positive way.2. Invite the circle of people: all stakeholders or all the people you’d like to have in the room. Include the theme, date, place and time of gathering in the invitation.3. Create the circle: Set up chairs in a circle or in concentric circles, leaving space in the center. Choose a blank wall for the Agenda Wall and label it AGENDA: AM, PM across the top. Set up a table for computers near a wall you label NEWS. Put blank sheets of news print (about quarter size of a flip chart page) and colored felt pens in the center of the circle. Near the Agenda Wall and the News Wall put masking tape for people to post papers on the walls.4. To begin the gathering: Facilitator explains: the theme, the simple process the group will follow to organize and create a record, where to put things up and find out what is happening, the Law of Two Feet, and the Principles of Open Space. Then, facilitator invites people to silently meditate on what has heart and meaning for each of them.5. Opening the marketplace: the Facilitator invites anyone who cares about an issue to step into the middle of the circle and write the topic, their name, a time and place for meeting, announce it and post the offering on the Agenda Wall -- one sheet per topic—as many topics as he/she wants. They will be convenors who have responsibility for facilitating their session(s) and seeing to it that a report is made and shared on the News Wall.6. When ALL offerings are concluded, the Facilitator invites people to sign up for what they are interested in and take responsibility for their schedules, using the Law of Two Feet.7. People participate in discussions. The Facilitator takes care of the space. Reporters enter discussion reports in the computers and printouts are posted on the News Wall.8. Closing Circle: all reconvene an hour before closing to share highlights, “ahas” and key learnings in a Dialogue format: simply listening to whatever people have to offer without discussion, or you can pass a “talking stick” for each person to hold as he/she is talking, or to pass along if the person doesn’t want to contribute anything.9. Mail out whatever record is created and an address list to all who came.10. If it is a several day gathering, do steps 3 through 8 daily.

63

What is a peer assist? (See http://www.expresscomputeronline.com)Stated simply, a peer assist is a meeting or workshop where people are invited from other organizations and groups to share their experience, insights and knowledge with a team who have requested some help early on in a piece of work. A peer assist is all about a team asking for help, and it is for their benefit. • targets a specific technical or commercial challenge; • gains assistance and insights from people outside the team; • identifies possible approaches and new lines of inquiry; • promotes sharing of learning with each other; and • develops strong networks amongst people involved.

Peer assist concentrates on sharing experiences in different contexts, then working with those who have the experience to take the appropriate parts from several experiences to develop a ‘fit for context’ solution. Peer assist is a more collaborative process.It’s worth holding a peer assist when you are facing a challenge that you have not experienced before, where the knowledge and experience of others will really help, and when the potential benefits outweigh the cost of getting people together.

What is involved in a Peer Assist?The concept of peer assist is quite simple and it is more than just sharing good practice. You notice we use the phrase good practice rather than best practice. That is because experience and knowledge is gained in a particular situation or context. Knowledge is thus context-dependent and doesn’t always transfer easily to a different context. So peers share their experience, both good and bad, and the context they gained it in and then take what is appropriate from all practices and develop a solution fit for the new context.Having requested a peer assist, I share what I know based on the context in which I learned it. I don’t force my best practice on others, because the reality is I have not done it any other way so I can’t possibly judge what is best.You then share what you know based on your context. Others also share their experience based on their own context, so the experiences and contexts will be diverse and the matrix multi-dimensional.

Together we learn what we all know, this is likely to be principles or processes that can be reused by others, and what we can learn from each other.We are then in a position to work together to determine what is possible, either by adapting the practice to work in the new context or by creating something new from what we each know. So the emphasis here is on adapting practices to work for me or building something from the good parts of others’ experience. This tackles one of the greatest barriers to knowledge transfer—the ‘not invented here’ syndrome. I am not adopting someone else’s practice in a different context, rather we are adapting others’ and I am making choices for my own context. Far less threatening to my ego and far more likely to be successful.

And from those possibilities we can take some action, either separately or together. Typically everyone leaves with a few things they can do differently, even those who only came to help. It is through taking new actions we create new knowledge. We test out a new approach and learn from that experience.That is the essence of the peer-assist process.

The 12 Steps to PlanningSeveral people have asked how to go about planning a peer assist. There is no single right way to hold a peer assist, but here is a method that has worked well.. Here’s a starting point for steps to take—try it and then adapt it to your own context. Participate in a peer assist that someone else facilitates before you facilitate one yourself. That way you’ll have experienced the whole process.

There are 12 steps: • Clarify the purpose. • Check whether someone has already solved the problem. • Identify a facilitator. • Consider the timing and schedule a date. • Select a diverse group of participants. • Be clear about the desired deliverables and how you might achieve them. • Plan time for socializing to get to know each other. • Spend some time setting the environment. • Divide the time available into four parts, start with sharing information and context. • Encourage the visitors to ask what they need to know. • Analyze what you have heard. • Present the feedback, consider what each has learned, and who else might benefit. Agree actions and report progress.

Documents

Training Skills For Community - Led Human Rights ... · PDF fileHuman Rights Radio Programmes in Zambia ... Training Skills for Community-led Human ... time off from their daily programmes