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Human Rights and Values in Education Education International Background paper Prepared by Sneh Aurora, consultant on human rights education HUMAN RIGHTS AND VALUES IN EDUCATION June 2016 Table of contents A. INTRODUCTION 1 B. UNDERSTANDING HUMAN RIGHTS EDUCATION 2 C. REAFFIRMING THE IMPORTANCE OF HUMAN RIGHTS EDUCATION 4 1. HUMAN RIGHTS EDUCATION IN INTERNATIONAL LAW 4 a. Conventions, Covenants and Treaties 5 b. Declarations, General Comments and Recommendations 6 2. HUMAN RIGHTS EDUCATION IN EUROPE 7 a. Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education 8 b. Human Rights Education and emerging issues in Europe 8 D. A RIGHTS BASED APPROACH TO EDUCATION: PRINCIPLES AND PRACTICE 10 1. WHAT IS A RIGHTS BASED APPROACH? 10 2. APPLYING A RIGHTS BASED APPROACH TO EDUCATION 11 3. A RIGHTS BASED APPROACH TO EDUCATION IN PRACTICE 11 a. Teacher training, professional development and support 12 b. Teaching and learning practices and processes 12 c. An inclusive curriculum 12 d. Whole school approach to human rights 13 E. QUESTIONS FOR REFLECTION 14 ENDNOTES AND BIBLIOGRAPHICAL NOTES 15 APPENDIX 1: institutions and organizations with a mandate to promote education for human rights and democratic citizenship 18 UNESCO 18 OHCHR 18 Education International 19 The Council of Europe 19 OSCE/ODIHR 20 The European Union Agency for Fundamental Rights 20 The European Wergeland Centre 20 APPENDIX 2: Resolution on the promotion and protection of standards and values in the world 21 Education International Background paper Prepared by Sneh Aurora, consultant on human rights education HUMAN RIGHTS AND VALUES IN EDUCATION Education International A. INTRODUCTION Human rights education lies at the The second part examines the heart of all efforts to develop a culture implications and application of human of human rights and a society that rights education, or a rights based embraces dignity, inclusion, and approach to education, in principle equality. Human rights education and practice, focusing on the following contributes to social cohesion, specific areas: democracy, conflict prevention and resolution, and understanding of a) teacher training, professional diversity. It is a means to develop development and support, societies where the human rights of all are respected, protected and fulfilled. b) teaching and learning The provision of human rights education practices and processes, is a legal obligation on States under c) inclusive curriculums, and international human rights law, and one d) a whole school approach to which is essential for the enjoyment human rights. of all other rights in a pluralistic democracy. The appendices include a list of key international and regional This paper provides context and institutions and organizations that background for the Education have developed and implemented International Baltic Symposium on policies and programmes for human Human Rights and Values in Education rights education, and the Education from 7 to 8 June 2016 in Riga, Latvia, International resolution on the and is structured in two parts. The promotion and protection of standards first part explores what we mean by and values in the world. human rights education. It presents the normative basis for human rights education, including laws, standards and policies on education for human rights and democratic citizenship at international and regional levels. HUMAN RIGHTS AND VALUES IN EDUCATION 1 B. UNDERSTANDING HUMAN RIGHTS EDUCATION The full realisation of human rights requires all human beings to be aware of their and other people’s rights and of the means to ensure their protection. This is the task of human rights education which builds knowledge, skills and attitudes prompting behavior that upholds human rights. Navi Pillay, former UN High Commissioner for Human Rights1 Human rights protect the dignity and of human rights and the mechanisms that freedom of every human being. States protect them, it is also empowering them are required under international law to to take action to defend and promote respect, protect and fulfil human rights, human rights, democracy and the rule of and therefore must ensure that education law.4 Human rights education is therefore is aimed at strengthening the enjoyment of all forms of education, training, awareness human rights and the full development of raising, information, practices and activities the human personality.2 There is a growing which aim to empower learners to agreement amongst members of the contribute to the building and defense of a international community that human rights universal culture of human rights in society. education plays a fundamental role in the realization of all human rights. Human rights At the individual and community level, education is a lifelong learning process human rights education facilitates the aimed at fostering: development of knowledge, personal and social skills; increases appreciation • Knowledge and skills — learning and understanding of differences and about human rights standards and diversity; builds mutual respect for human mechanisms, as well as acquiring the dignity and shared values; encourages skills to put them into practice in daily dialogue and promotes non-violence in the life; resolution of problems and disputes, with respect for each other’s rights; and combats • Values and attitudes — developing all forms of discrimination and violence, values and reinforcing attitudes which including bullying and harassment. uphold human rights; • Behaviour and action — encouraging At the societal level, human rights action to defend and promote human education contributes to and fosters rights.3 the establishment of sustainable and participative forms of democracy based Human rights education is described as on respect for human rights and good education, training and information aimed governance. Human rights education at building a universal culture of human is therefore an ongoing investment for rights. Human rights education is not just societies that value human rights principles about equipping learners with knowledge such as respect, non-discrimination, 2 Education International – Background paper Education International participation, and the rule of law. By its very definition the process of human rights education is context specific, based The term “human rights education” is often on needs and realities of the target group. used in a broad sense to also include Human rights education is a participative “education for democratic citizenship”, and adaptable approach. While the “peace education”, “global citizenship underlying human rights principles will be education”, and “education for mutual the same, the actual practice or process of respect and understanding”, which are all human rights education will likely vary in based on internationally agreed human different contexts. rights standards. These concepts are seen as closely interconnected and mutually The role of teachers, both individually supportive, differing in focus and scope, and collectively, in the design, delivery rather than in goals and practices. and impact of human rights education cannot be underestimated. Teachers are There is consensus that human rights critical facilitators of learning, and crucial education encompasses three aspects:5 to transmitting and fostering social values, such as democracy, equality, cultural (a) Learning about human rights, understanding and respect of each persons’ which includes providing knowledge fundamental rights and freedoms. and understanding of human rights norms and principles, the values that underpin them and the mechanisms for their protection; (b) Learning through human rights, which includes learning and teaching in a way that respects the rights of both educators and learners; ensuring that the context and the way learning is organised and imparted is consistent with human rights values (e.g. participation, inclusion, freedom of thought and expression, etc.), recognizing that the process of learning is as important as the content of the learning; (c) Learning for human rights, which includes empowering persons to enjoy and exercise their rights and to respect and uphold the rights of others. Human rights education has to be learned through experience, through being exposed to human rights in practice. This means that the how and the where human rights education is taking place must also reflect human rights values; the context and the methodology must be organized such that dignity, respect and equity are an inherent part of practice. HUMAN RIGHTS AND VALUES IN EDUCATION 3 C. REAFFIRMING THE IMPORTANCE OF HUMAN RIGHTS EDUCATION6 International and regional frameworks and Building on the achievements of the standards say that human rights education UN Decade, in 2004 the United Nations is central to the full and equal enjoyment General Assembly proclaimed the World of all human rights and encourage the Programme for Human Right Education9 development of sustainable national to further the implementation of human strategies and programmes in human rights rights education programmes in all sectors education. and at all levels. The aim was to promote a common understanding of basic principles The recently adopted United Nations and methodologies of human rights Sustainable Development Goals set as education, to provide a concrete framework a target for States (Goal 4.7): “By 2030, for action, and to strengthen partnerships and cooperation from the international level ensure that all learners acquire the to the local communities. It is
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