This module aims to:
· provide students with an in-depth specialised knowledge on theories of human rights planning including contextual, substantive, procedural and analytical theories.
· impart specific knowledge to students on societal context through which human rights planning can effectively work and the role of each sub-system of society (economy, polity, culture, community) in providing an appropriate societal context for developing and implementing an effective human rights action plan
·  develop an ability to analyze and interpret human rights documents and critically examine human rights obligations with a particular focus on states obligation to adopt action plans for implementing human rights.
· provide analytical tools for the analysis of rights in different phases of planning.
· develop an ability to identify various problems (and their root causes) of human rights action plans of different types in different pha ses of planning (at the empirical level)
· develop critical thinking, reasoning and analytical skills of students to examine critically human rights action plans of different kinds and in different phases of planning.
· provide students with an in-depth knowledge of various methodological techniques and practical strategies for effective human rights action planning in practice.

(LO1) To demonstrate a critical understanding and knowledge of different contextual, substantive, procedural and analytical theories of human rights action planning.

(LO2) To reflect an ability to think critically about various human rights theoretical approaches and work effectively with competing human rights and planning theories.

(LO3) To show an ability to identify various theoretical and practical problems in the way of an effective human rights action planning in different phases and offer possible solutions.

(LO4) To reflect an ability to examine critically the societal context through which human rights action planning can be best developed and implemented.

(LO5) To demonstrate an awareness of how to enhance plan’s sus­tainability over time and cope with ‘complex situations’ when different factors external to the plan and not often under its control negatively influence its performance

(LO6) To show an ability to employ analytical tools (heuristic devices) for the analysis of basic human rights in different phases of planning.

(S1) Critical Thinking

(S2) Teamwork

(S3) Problem solving skills

(S4) Reasoning Skills

The module deals with human rights action planning from theoretical, doctrinal, empirical and practical perspectives.

At the theoretical level, it focuses on different theories of human rights planning including contextual, substantive, procedural and analytical theories. It also explores current debates on the right to development and the human rights-based approach to development.

At the doctrinal level, this module examines all the core human rights treaties and relevant general comments and concluding observations in order to reveal the nature and scope of the states’ obligation to adopt action plans (of different types) to implement human rights.

At the empirical level, it looks into human rights action plans of different countries from across the globe in order to explore various problems of such plans in different phases of planning. Methodologically, this includes both within-case study and cross-case study.

At the practical level, both nationa l and supra-national human rights governance are discussed. It examines different phases of human rights planning exploring various practical strategies and methodological techniques for effective human rights action planning in practice.

12 x 2 hr sessions per module

Same seminar pattern as 2019-20. This means asynchronous materials are prepared and given in advance of the two hour, weekly seminar.
The weekly seminar can either take place online or in a face-to-face setting, depending on the circumstances.

24 hours (12 x 2 hr seminars (no change)
The synchronous sessions can be delivered either online or in a face-to-face setting, depending on the circumstances

Seminar activities (e.g. problem solving) for students to work through at home (asynchronous materials). This can be discussed at the end of synchronous sessions.