into public values." 2. Accountability The Accountability Model is associated with the legal and political approach to human rights in which the learners that the model targets are already involved via professional roles. The model is incorporated by means of training and networking, covering topics such as court cases, codes of ethics, and how to deal with the media. This model is "linked with the individual and his or her professional role" and is, "oriented towards the infusion of HRE within the training of government personnel so as to help ensure that they respect human rights in carrying out their responsibilities." 3. Transformational This model of education focuses on the psychological and sociological aspects of human rights. The topics towards which this model is effective are those including vulnerable populations and people with personal experiences effected by the topic, such as women and minorities. The model aims to empower the individual, such as those victims of abuse and trauma. The model is geared towards recognizing the abuse of human rights but is also committed to preventing these abuses. The transformational model, "highlights the empowerment of disadvantaged groups for organizing collectively, not only to carry out human rights activism but to carry forward social change more generally." It is, "more accurately described as promoting a goal of social change, incorporating both “activism” including collective action and community development as well as undertaking individual actions to reduce violations in one’s personal life and immediate environment." 4. Munir's socioecoethical model of human rights education This model is Munir Moosa Sadruddin's integrative approach to the applicability of HRE for teachers, educators and learners. It applies to formal, informal and non-formal educational settings in developed, developing and third world countries. In Munir's viewpoint, human right education practices should be categorized into formal, informal, and non-formal education. Informal education is the source of learning human rights for children and females belonging to the marginalized communities, who do not have access to formal or non-formal education, whereas formal and non-formal education is the medium of learning human rights for everyone who has access to education informal educational settings. HRE is of utmost importance for all of them. Unless we accommodate HRE into informal education settings, parallel with formal and non-formal education, it is likely that these young minds will get inclined towards violence and radicalization. HRE should begin by assessing the sociocultural context and political will. What