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I see myself as a compass-light at the edge of two landscapes: the structured city of justice and the vibrant landscape of youth learning. A small, steady light that connects rules with empathy, institutions with human stories, procedure with dignity. On the map of human rights education, I am a signal of direction: a point where people can cross from formality to humanity, showing that dignity belongs both in courtrooms and in circles of dialogue

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I see myself at the intersection of youth participation, local democracy and human rights education. I am already working to create spaces where young people can express their views, connect with decision-makers and take a more active role in their communities.

In the coming years, I want to expand this work, reach more young people and make human rights education a stronger part of local youth participation. I would like to support young people not only as participants, but also as leaders, multipliers and active defenders of human rights and democracy.

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I see myself as someone who is already using many principles of human rights education through my work with young people, even when the activity is not explicitly labelled as HRE. My work connects with youth organisations, educators and other stakeholders who create spaces for participation, inclusion and learning. In the coming years, I would like to become more intentional in using HRE, strengthen my skills as a facilitator and contribute to projects that make human rights more practical, understandable and relevant to young people’s everyday lives.

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I see myself as a young human rights educator who is still learning and growing while creating spaces for dialogue, participation, and mutual understanding. Through youth work and peacebuilding activities, I support inclusive learning processes where young people can reflect, share experiences, and build empathy. In the future, I hope to continue developing as a trainer who combines human rights education, peacebuilding, and creative non-formal methods to encourage active and democratic participation.

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I see myself on the map of human rights education at the intersection of youth work, psychology, sport and non-formal education. At this stage, I see myself as a learner and emerging multiplier, developing my understanding of HRE while connecting it with my work and interests.

In the future, I would like to design and facilitate more participatory activities with young people, especially using sport as a space for inclusion, equality, belonging and participation. I hope to create opportunities where young people can not only learn about human rights, but also experience them and take an active role in promoting them.

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I think that specifically after getting this immersed in the previous modules, I started to be able to form a picture of how much responsibility I can carry ,or rather, the impact I still have time to make and haven't made yet on noble causes. So driven by that natural instinct that comes from us sharing our humanity , I want to start mapping out the causes I can actually play a role in, especially after receiving the training.

I see myself working on producing social media content ( Im a content creator )focused on human rights. I already have a decent following that's still growing, and they're all Arabs from different nationalities . So I could start by putting together a 3-month content plan to test the water , read the results and the view rates, and based on that I can define the general format of the content, the tone of voice, the message I want it to carry, the target audience, and so on. And I don't know if this is even an option, but it would be great to start under an official title ( as a representative or ambassador of the HRE Program 2026 in Jordan)  which would naturally give the content a lot more credibility and trustworthiness.

On another note, I recently moved into a role as a partnership advisor at my organization, the International Youth Federation IYF, which works on youth empowerment. And I think to answer your question directly, as a first step, I see myself paving the way for a partnership between the Council of Europe and my organization. As a next step, I'd coordinate a collaboration between you and institutions here in Jordan, so we can work on expanding human rights education to reach Jordanian youth as well ,through workshops, or non-formal education , as we learned to NAME it in this module

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International Youth Federation, works toward Empowering #Youth worldwide.

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My place in the world of Human Rights Education

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My place in the world of Human Rights Education

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I see myself as a developing human rights educator and multiplier, particularly interested in working with young people and creating inclusive spaces for learning and dialogue. My background in economics, research and youth engagement has helped me understand how issues such as inequality, discrimination and social exclusion affect people’s lives.

Through THRE, I am developing the knowledge, skills and confidence to connect human rights principles with practical action. I would like to use tools such as Compass to make human rights education more accessible and relevant to young people.

Going forward, I hope to become more active in developing and supporting HRE initiatives, working with youth organization's and other stakeholders, and helping young people understand their rights and become active participants in their communities.

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I see myself as an ambitious growing Human Rights defender and an advocate for social justice. I learn everyday from my experience as a psychologist with different Ngo’s learning everyday about the struggles of local communities in France and trying to understand how the system really works and adapt HRE to this particular complexe context. I like to have a much bigger role, develop more skills as trainer and facilitator and be an active participant in installing a HR culture within my community but also within Europe and beyond. I do it everyday mostly in an informal way and occasionally through non formal education in Erasmus Projects. But I’m ready to have a bigger role to find new ways to deepen my knowledge and to advocate more in global context for HRE.

Amal SAID

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When I started thinking about where I see myself on the map of the world of human rights education, my mind went to something unexpected and now I can't escape it: Minecraft.

I’m not a gamer at all, but this exercise reminds me of how, in that game, you enter a world that is generated automatically, and you have to explore it step by step. Sometimes you get torandomy find a map, but the map only reveals itself after you’ve walked through the landscape, discovered its borders, and made it visible through your own movement.

This is how my human rights education map feels. The “cardboard” of my map, or the ground beneath everything , is human rights. They somehow connect to every dimension of my life, from the media I consume, the conversations I have with friends, and of course the professional world of intercultural education projects I work in. Conferences, workshops, youth exchanges, trainings. All of these are parts of the terrain.

But Human rights education, for me, is every encounter where I get to share the beauty of human rights. Sometimes it looks like a small tree or an entangled bush(a difficult conversation at the Christmas table); sometimes it’s a mountain or a forest (a full training that I get to design or facilitate). My map is colorful, full of different landscapes, and constantly expanding, and it is so exciting that I am discovering it through my own agency, and this feels so liberating.

However, even though it already feels rich, I know I’m still at the beginning of exploring it.

- Timea Serb (or Dora the explorer)

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For me, the tangled threads represent the complex problems and challenges in my community. The road coming out of the knot shows my role as someone who tries to connect people, ideas, schools, youth work, and human rights values in order to create real change. Even if the path ahead is still unclear, I see myself as an important part of this journey — someone who can help “untie the knot” and make the way forward more visible for others.

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To describe my place in HRE, I chose this picture of the solar system. I'd position myself in its periphery (maybe Uranus or Saturn), because I feel that my work in HRE is atypical, somehow in the periphery. Both in terms of contents - youth homelessness- and format, since my role is more of a multiplier rather than acting locally. The sun would be the human rights values and frameworks, which influence my work even if sometimes they feel too far. The other planets would be other European organisations, international instruments, trainers or participants of HRE activities I cooperate with and learn from. Sometimes our movements or orbits are more synchronised, sometimes less, sometimes it feels that my own orbit (HRE work) is moving too fast or very slowly.

In the future, I'd like to go further in my HRE work, being open to changes and trying to better link the 'centre' with the work in the 'periphery'.

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Solar system with the different planets, their orbits and their names on them. The sun is at the centre and the orbits are in full circles around it