Sisterhood is Global Institute (SIGI) uses an informal educational model that allows Muslim women to easily identify universal human rights concepts in terms of local cultural traditions, myths, texts and local languages. This model facilitates the transmission of the human rights concepts inscribed in major international documents to grassroots populations in Muslim societies.   

Tactic Information

Intervention type: 

Building Human Rights Cultures and Institutions - Building awareness

Objective: 

Culturally sensitive materials facilitate discussion on women's rights by Muslim women

Sector initiating tactic: 

Civil society

Sector intended to affect: 

Civil society

The People’s Movement for Human Rights Education (PDHRE) Human Rights Cities program and its affiliates from around the world seek to facilitate the creation of cities in which all citizens, organizations, law enforcement agencies and local authorities are guided by the human rights framework.  Participants in the program work  to ensure that all laws, policies, resources, and relationships in the community promote and protect human rights. PDHRE works with highly committed community leaders to identify organizations concerned with local social and economic issues. Representatives of these organizations create a Steering Committee, and establish a network of activists, lawyers, and educators who develop training sessions for various groups, neighborhoods and all others across the city. Strategies and methodologies are designed for citizens to learn about human rights, and each learner is asked to become a mentor and a monitor, to document both human rights realization and violations in the city and inform the committee about it.  These documents are used as the base for joint community lobbying for specific municipal laws and policies to be scrutinized with the human rights instruments ratified by their countries, develop alternative budgets for the future of the community within a human rights framework, and restructure the relationship in the community to achieve equality and to eliminate discrimination for all women, men youth a children in the city.

The Canadian Human Rights Foundation works with Asian NGOs and governments to lead training and education programs for labor attachés. The training encourages diplomats to be more pro-active in protecting the rights of their citizens living and working abroad, particularly migrant laborers. The training sessions are held in cooperation with local organizations and involve small groups of people representing both governments and NGOs.

The League of Human Rights Advocates (LHRA) in Slovakia developed a network from the minority Roma population to serve as human rights monitors. The monitors learn about their own rights under national and international law. The LHRA and the network of monitors then work to enforce those rights in their own town halls, police stations, schools and communities. The information from local monitors is used to present the impact of national and international laws in the country.

The Albanian Center for Human Rights (ACHR) collaborated with the Albanian Ministry of Education to bring human rights education into all public schools in the country. They took advantage of the post-communist transition period, negotiating with the new democratic government officials to launch a long-term process in which they would prepare Albanian citizens to participate fully in a democracy. Coming out of a political context in which all policies were decided and enacted on a national level, they were able to create a vision to affect the entire education system and have a nationwide impact.

The Liberia National Law Enforcement Association (LINLEA) in Liberia was founded in May 1994 to promote professionalism and human rights among law enforcement personnel themselves. LINLEA recognized that law enforcement personnel are primary perpetrators of human rights abuses and violations.  The association provides training and assistance to personnel who would like to transform the role of law enforcement into a well-trained, human rights-respecting organization.  This assistance  includes some protection when facing unfair dismissals or arbitrary detention.  LINLEA has grown into a network of more than 500 dues-paying law enforcement personnel.

Tactic Information

Intervention type: 

Building Human Rights Cultures and Institutions - Building capacity

Objective: 

Developing a law enforcement network to promote professionalism and network rights among themselves

Sector initiating tactic: 

Police

Sector intended to affect: 

Police

The Centre for Budget Advocacy (CBA) is a program operated by the Integrated Social Development Centre (ISODEC) in Ghana. ISODEC works in a variety of advocacy areas to improve the lives and livelihoods of Ghanaians.  As part of ISODEC’s Social Justice and Rights Programme, the Centre for Budget Advocacy examines how national and local budgets impact the human rights of Ghanaians, particularly the poor and vulnerable, and seeks to influence these budgets and the general allocation of public resources for the benefit of disadvantaged groups in the country. The CBA views access to necessities such as food, shelter, and potable water, and to basic social services such as education and health, as rights to which every citizen should be assured.  After examining budgets within a framework of human rights, the CBA uses workshops, public forums, and the media to disseminate its proposals and to engage others in discussions of budgetary policy.

The Concerned for Working Children (CWC) facilitates the establishment of formal structures that allow children to advocate for their own rights.  Makkala Panchayats, Task Forces, and working children unions to promote children’s political participation in their communities.  Makkala Panchayats are children’s village councils that participate in the development of the village and that address the children’s concerns.  Task Forces are comprised of children and adults who work together to link the children and the local governments.  Working children unions are of and by working children.  The unions are powerful advocates of the rights of working children.  These tactics of organization-building empower working children to take part of the political space and decision-making process in their communities and help to eradicate child labor.

The Mongolian government, with the financial help of UNESCO and the Danish International Development Assistance (DANIDA), utilized non-formal distance education tools such as the radio, printed materials, and visiting teachers in its Gobi Women’s project, which took place from 1992 to 1997, to reach out to marginalized and vulnerable Gobi women and enable them to acquire skills and practices needed for their survival during economic and political transition.  This tactic provided needed opportunities that without them, would have led to the desperation and downfall of the Gobi women, given the major political and social transition occurring in the country.

Tactic Information

Intervention type: 

Prevention Tactics - Sharing critical information

Objective: 

Using non-formal distance education to give marginalized groups the tools to survive

Sector initiating tactic: 

Government

Sector intended to affect: 

Civil society

The Independent Commission Against Corruption (ICAC) employs tactics aimed at gaining public confidence and participation to fight corruption in Hong Kong.   These tactics include corruption prevention, operations, preventive education, and enlisting the support from the public.  ICAC was established as an anti-corruption organization totally independent from any department of the government and police.  ICAC is committed to fight corruption with its approach of investigation, prevention, and education.  It targets all areas where corruption might exist in order to prevent any loopholes. These areas are the governmental, public, and private sectors.  Through this tactic, ICAC has restored public confidence in the government to end corruption in the country.