A/HRC/27/28 (f) Educators’ social skills and leadership styles that are democratic and coherent with human rights principles; (g) Information on existing teaching and learning resources for human rights education, including information and communication technologies, to build capacity to review and choose from among them as well as to develop new resources; (h) Regular and motivating learner assessment, both formal and informal. 22. Training methodologies for training educators include participatory, learner-centred, experiential and action-oriented approaches and should address motivation, self-esteem and emotional development leading to human rights sensitization and action. Evaluation should be infused throughout the training process.2 Undertaking related research and mapping, sharing good practices and lessons learned, and sharing information among all actors 23. Research on existing materials, programmes and methodologies, and evaluation of related results should be undertaken or increased. Information gathered should be regularly shared with a view to improving and inspiring further programming. 24. Education and training resources and materials, lessons learned and examples of methodologically-sound practice should be shared locally, nationally and internationally. Dissemination channels include electronic and online channels, resource centres, databases and the organization of gatherings. Applying and strengthening sound educational methodologies based on good practices and assessed through continued evaluation 25. Sound methodology is key to the success or failure of any educational effort. Effective human rights education is participatory, experiential, learner-centred, actionoriented and takes into account cultural contexts. 26. Evaluation is an essential component of any human rights education and training activity. In the context of human rights education, it represents a systematic undertaking aimed at gathering information about the impact, that is the extent of changes at the level of the learners, their organizations and their communities leading to greater respect for human rights, that can be reasonably connected with the education activity. Evaluation is an ongoing improvement process that takes place throughout human rights education programmes, and supports decisions about how to improve their effectiveness. For instance, evaluation of a human rights training course is not a matter of simply asking participants to fill out an evaluation questionnaire at the end; it has to start during the training planning phase, with a thorough needs assessment, and continue well after the end of the training course itself.3 Fostering dialogue, cooperation, networking and information-sharing among relevant stakeholders 27. Human rights education requires close cooperation and partnership within and among governmental agencies, national human rights institutions and civil society. It can be 2 3 OHCHR, Human Rights Training: A Manual on Human Rights Training Methodology (HR/P/PT/6) (New York and Geneva, United Nations, 2000); OHCHR and Equitas – International Centre for Human Rights Education, Evaluating Human Rights Training: A Handbook for Human Rights Educators (HR/P/PT/18) (Montreal, Equitas, 2011). See OHCHR/Equitas, Evaluating Human Rights Training. 9