LIVING COMPASS aims at supporting the provision and quality of human rights education with young people by developing the competences of multipliers the context of local, national or international activities and projects and foster the implementation of the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education and the UN World Programme on Human Rights Education.

• To strengthen participants’ understanding of key concepts of human rights and human rights education and their ability to put them in practice with young people;
• To develop essential competences, skills and attitudes for multipliers and advocates working with human rights education in non-formal learning settings;
• To familiarise participants with the approaches of Compass and with how to best use it and adapt it to local contexts and realities for both advocacy and practice of human rights education with young people;
• To support the provision, quality and sustainability of human rights education activities with young people;
• To analyse current global and local developments and trends in human rights education and favouring global solidarity for human rights education;
• To associate the participants and their organisations with the priorities of the Youth Department of the Council of Europe related to citizenship and human rights education and to the implementation of the United Nations World Programme on Human Rights Education.

 The course is designed to give participants the opportunity to experience and reflect upon concepts central to human rights education based on experiential learning approaches of using Compass.

 It is also designed as a dialogical and mutual learning situation, where participants can compare their approaches to human rights education in an intercultural approach and environment.
 Contributions from experts in the field of human rights will contribute to establishing a conceptual framework and a common reference point for learning and communication.

 The course is also built around the expectation that participants will put in practice their learning by developing and implementing a human rights education project or activity throughout the course.
 The e-learning and follow-up phases are a full part of the course structure and approach, even if the training seminar at the European Youth Centre Budapest remains the most important and visible phase.

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

• Knowledge of major instruments for the protection and promotion of human rights and the ability to connect them with the lives of young people;
• The capacity to lead and facilitate conversations on global and contemporary human rights issues and dilemmas;
• The ability to credibly introduce and advocate for human rights education as an educational concept and a social necessity, and to liaise with stakeholders concerned with the promotion of human rights education at the global, national and local level;
• The awareness and ability to identify human rights violations and abuses at both global and local level, and the ability to propose or facilitate action in a safe and credible manner that is compatible with a culture of human rights;
• Knowledge about the relevant programmes and instruments of the Council of Europe for youth and human rights education and ability to connect with global initiatives such as the World Programme on Human Rights Education;
• Critical thinking skills and the ability to create multiple perspectives on contemporary human rights issues and dilemmas;
• The capacity to recognise and address the values and ethical norms underlying human rights and human rights education;
• The capacity to engage with and address the needs and aspirations of young people for human rights education and to connect them with youth policies and programmes;
• Intercultural learning competences, including empathy, tolerance of ambiguity, and distance to social roles when practising human rights education;
• The ability to use COMPASS including the adaptation of its activities taking into consideration local realities, social contexts and the needs of target groups;
• The ability to constructively deal with conflict in the context of human rights education activities;
• Understanding key principles of non-formal education and their application in human rights education;
• The capacity to assess and evaluate the results of human rights education activities and programmes;
• The ability to work co-operatively;
• The ability to facilitate learning processes in non-formal education based on Compass;
• The ability to recognise and translate human rights value framework into personal, social and professional actions;
• The ability to plan and monitor own learning.

 This phase will support participants to acquire core knowledge on human rights and human rights education which will be further addressed in the residential seminar.

 This phase includes also work with self-assessment of competences and personal learning planning. Participants need to commit around 2-3 hours per week to the e-learning phase before the seminar. Full participation in this phase is a pre-condition to be invited for the residential seminar.

 The seminar is an important moment for learning and skills developments within the training: the educational team and participants work together face-to-face in an intercultural environment where intensive group work supports individual learning.

 Participants will experience and explore activities and approaches from Compass as a starting point for learning further about human rights education.

 The seminar will end with the finalisation of the planning of the human rights education projects and activities to be implemented by the participants after the course. The seminar will take into account the evaluation of phase 1 and will involve design of human rights education projects and activities towards phase 3.

 This phase will consolidate learning of participants through their follow-up projects and activities, supported by the network of participants and trainers. Some new learning units will be proposed based on individual needs and priorities of participants. Participants need to commit around 2-3 hours per two weeks to the e-learning phase before the seminar.