Human Rights Education in Finland Human Rights Education in Finland

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THE HUMAN RIGHTS CENTRE is an autonomous and independent expert institution. it promotes the implementation of fundamental and human rights and increases cooperation and exchange of information between human rights actors in Finland. The Human Rights Centre was established in 2012, and it is administratively connected to the Office of the Parliamentary Ombudsman. Illustrations: Ilja Karsikas / Napa Illustration

ISBN 978-952-68124-1-0 Helsinki 2014 Table of contents

Introduction 4 Foreword 5 What are human rights? 9 What is human rights education? 17

Recommendations of the Human Rights Delegation 23

Human rights education and training in different education sectors 36 Human rights education in government policy programmes and plans for education and child and youth work 37 Early childhood education 42 Basic education 46 General upper secondary education 49 Vocational education and training 52 Polytechnics 54 Universities 57 State educational institutions and colleges 61 Continuing education for public servants 64 Liberal Adult Education 68

Appendices 71 Presentations of the authors 72 Abbreviations 74 Conventions, acts and other documents 75 SUOSITUKSET 1

Introduction

4 FOREWORD

Foreword

Human rights education is a crucial require- education and training in the Finnish education ment for the development of human rights system immediately after the onset of its opera- awareness and ultimately for the realisation of tions. This decision was motivated both by the human rights. Consequently, the Human Rights centre’s mandate and by the evaluations on the Centre decided already at the onset of its op- state of human rights education in Finland pre- erations to carry out this baseline study on the sented in previous government reports on the implementation of human rights education and human rights policy and in the National Action training in the Finnish education system. Plan on Fundamental and Human Rights. According to the UN Declaration on Human These evaluations have emphasised the im- Rights Education and Training (A/RES/66/137) portance of human rights education and train- adopted unanimously by the UN General ing both for the exercise of public authority and Assembly, everyone has the right to receive for the realisation of the rights of the individual information on human rights and fundamental (see e.g. the Report on Human Rights Policy, freedoms. States have the primary responsi- Government Report to the Parliament on the bility to provide human rights education and Human Rights Policy of Finland 2009). On the training. other hand, non-governmental organisations, The promotion of human rights education which have for long been key actors in the field and training is also one of the central statutory of human rights education, have called for the tasks of the Human Rights Centre, which was state to take on a stronger responsibility for the established in 2012 and assigned to promote provision of human rights training. fundamental and human rights. The Human International human rights monitoring Rights Centre, together with its subordinate bodies have also noticed this matter, such as Human Rights Delegation with a broad repre- the Committee on the Rights of the Child and sentation of national human rights actors, and the Human Rights Committee, which monitor the Parliamentary Ombudsman form a national the implementation of the Convention on the human rights institution (NHRI) which complies Rights of the Child (CRC) and the Covenant on with the UN criteria known as the Paris Princi- Civil and Political Rights (CCPR), respectively. It ples. The Human Rights Centre is administra- was also brought up in the Human Rights Coun- tively connected to the Office of the Parliamen- cil during the consideration of Finland’s second tary Ombudsman. report for the Universal Periodic Review (UPR). The Centre decided to conduct a baseline Until now a proper survey on the amount, study on the implementation of human rights extent or quality of human rights training has

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not been carried out in Finland. Instead, studies The definition of human rights education have been conducted on democracy education and training is included in Article 2 of the and global education (see e.g. Democracy Re- declaration, according to which human rights port, the Finnish National Board of Education, education comprises all educational, training, 2011:27, and Evaluation of the Global Educa- information, awareness-raising and learning tion 2010 Programme, the Ministry of Educa- activities aimed at promoting universal respect tion and Culture, 2011:13). The UN member for human rights and fundamental freedoms states have been asked to carry out compre- and thus, inter alia, contributing to the preven- hensive baseline studies on the state of human tion of human rights violations. (This topic is rights education and training in the framework discussed more in detail in the article What is of the UN Decade for Human Rights Education human rights education?) (1995-2004) and the UN World Programme for Article 2(2) of the declaration defines hu- Human Rights Education. These studies would man rights education further through its con- then serve as a basis and first step for drafting tent and objectives. According to this article, national human rights action plans. human rights education encompasses education on:

On the definition of human rights • values underpinning human rights (e.g. education and training inviolability of human dignity and equal The fact that human rights education is an ex- treatment) tensive and slightly ambiguous concept posed • norms (e.g. the Universal Declaration of challenges to defining the focuses for the study. Human Rights and international conventions, It was also necessary to consider the con- and fundamental rights on the national level) cept’s relation to the above-mentioned related • mechanisms (national and international concepts of democracy and global education monitoring and legal redress mechanisms, and to citizenship and multicultural education, e.g. the state obligation to ensure the to projects promoting human rights, as well as realisation of human rights, the right of an to various subjects, such as ethics, life philoso- individual to assert their human rights and to phy, philosophy and social sciences. file complaints concerning alleged violations The fact that these concepts are partly of the rights, and to receive compensation, overlapping cannot and should not be totally the state obligation to report on the human avoided. rights situation to international bodies). Owing to the normative, binding and universal character of human rights, it was deemed Education should also justified and appropriate to apply in this study the first official international definition of hu- • take place in a way that respects human man rights education that is laid down in the rights (respect for the rights of both educa- above-mentioned UN Declaration on Human tors/teachers and learners/students; e.g. Rights Education and Training. participatory and inclusive environments and This definition builds on the earlier work methods) carried out under the UN World Programme • empower people for the realisation of hu- for Human Rights Education. It can be said to man rights (e.g. through encouraging peo- represent the current conception of the con- ple to claim their rights and intervene in the tent of human rights education and training in violations of other people’s human rights). international law. However, the declaration is not legally binding on states.

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Carrying out the study A national baseline study published by the Irish examines the content of human rights teaching Human Rights Commission in 2011 served as a in the education sector concerned. model for this study (cf. Human Rights Educa- The sections also assess the professional tion in Ireland – An Overview, Irish Human Rights competences of teachers, trainers and educa- Commission 2011). Our Irish colleagues also tors for human rights education. On the other gave us practical advice and valuable insights hand, it was realised already in the planning for designing and implementing the study. stage of this study that evaluating the quality or In addition to Ireland, national baseline effectiveness of teaching would be too chal- studies on human rights education have, dur- lenging a task. ing recent years, been conducted in Australia, The study was set the objective of giving an Armenia and Bangladesh, for example. overview of the current state of human rights It was natural to divide the study into sec- education and training. At the same time, it tions dealing with different education sec- aims to provide a basis for drafting a (possible) tors. The sectors were defined on the basis of national human rights education action plan. the definitions established by the Ministry of In other words, the study also looks into future Education and Culture and the Finnish National development needs and plans. Board of Education. For this purpose, the authors were requested Due to the limited personnel resources of to evaluate the possibilities, challenges and ob- the Human Rights Centre and the broad field stacles of human rights education in the sector of the review, the Centre decided to implement concerned and make concrete action proposals the study as a collection of articles, and thus we for developing human rights education. ordered articles on each sector from experts in The draft proposals drawn up from these different education sectors and human rights proposals were dealt twice at the Human Rights education. Delegation. The general recommendations for The authors were advised to provide a good promoting human rights education and train- overview of human rights education in the ing in Finland adopted by the Human Rights education sector concerned through examin- Delegation are published as part of this study. ing how the elements of the above-mentioned It should be noted here that the funding definition of human rights education, i.e. values, available for the project would not have made norms, mechanisms, enabling environment it possible to carry out all the personal inter- and the objective of empowerment, have been views and questionnaires that were imple- taken into account in the education provided in mented for some sections. The information is the sector concerned. mainly based on public material: legislation, However, the different forms and levels of instructions of education authorities, curricula education and training required somewhat of educational institutions, strategies and other different approaches. The implementation of similar documents. human rights education and training naturally In addition to the authors, the Human Rights varies between, for example, early childhood Delegation, its education division and several education and university education as well as other experts contributed to the study. between different professional groups both in We would like to thank especially the fol- terms of content and methods. lowing persons: Pentti Arajärvi, Maria-Kaisa Each section dealing with a different educa- Aula, Ulla Aunola, Mikko Cortés Téllez, Tuomas tion sector includes an overview of the legisla- Forsberg, Laura Francke, Mervi Friman, Inka tion and other binding national instruments Hetemäki, Henna Huttu, Fidelma Joyce, Marita applicable to the field (e.g. core curricula) and Karvinen, Kristiina Kaihari, Liisa Keltikangas-

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Järvinen, Kalle Könkkölä, Johanna Lampinen, This study will be published in its entirety Monica Melén-Paaso, Liisa Murto, Jussi Pa- in a digital format in Finnish and can be down- juoja, Elina Pirjatanniemi, Asta Rentola, Rauni loaded at www.ihmisoikeuskeskus.fi. This Räsänen, Aija Salo, Ida Staffans, Håkan Stoor, English version includes summaries of the Reetta Toivanen, Mikko Vieltojärvi and Esa education sector-specific articles, the authors’ Ylikoski. proposals for action, and the recommenda- In conclusion, the study revealed that tions for promoting human rights education human rights education and training is imple- and training in Finland adopted by the Human mented in Finland in various ways and in sev- Rights Delegation. eral sectors. Nevertheless, the field is marked The authors are solely responsible for the by heterogeneity and lack of a systematic views expressed in the articles. The summaries approach. Even though more and more atten- and proposals for action have been drawn up tion has lately been paid to the environment by the authors and edited by the Human Rights and culture of education and training, teaching Centre. The Human Rights Centre and the Hu- on human rights norms and mechanisms is still man Rights Delegation are responsible for the relatively limited. content of the recommendations. The greatest challenge is the lack of human The Human Rights Centre wants to extend rights training in the education of teachers and its warm thanks to all who have participated in educators, on the one hand, and in the educa- the making of this national baseline study. It is tion of civil and public servants on the other. hoped that this study will give an incentive not The situation is particularly worrying in the only for the Human Rights Centre’s work in the municipal sector. field of human rights education and training The international success and acknowledge- but also for the promotion and implementation ment achieved by Finland as a cutting-edge of more comprehensive and systematic human country in education provide us with an excel- rights education and training in Finland. lent starting point for developing human rights education and training further. Human rights education and training should thus also be regarded as a key criterion for the quality of Helsinki, 19 January 2014 education. Kristiina Kouros and Kristiina Vainio

8 WHAT ARE HUMAN RIGHTS?

What are human rights?

Human rights are rights that are inherent to Human rights are historically derived from all human beings and that have been defined the concepts of morale, philosophy and reli- in international human rights treaties and other gions, rather than from those of jurisprudence. instruments. Human rights are norms of inter- The idea of human dignity was considered long national law which primarily protect individuals before the international human rights conven- against abuses of public authority. Nearly all tions were drafted. In addition to being norms states in the world have committed themselves of international law, human rights should be to the most important universal human rights regarded as a common value basis. conventions. The preamble of the UN Universal Declara- The conception of the equality and inviola- tion of Human Rights states that every organ bility of human dignity lies at the core of human of society and every individual should strive by rights. It is forbidden to discriminate against teaching and education to promote respect for people on the basis of gender, age, ethnic human rights and to secure their recognition background or health, for example. All people and observance. As regards other actors than have the right to self-determination and the states, the responsibility for the realisation of right to participate in and have influence on the human rights as a rule refers to moral respon- conduct of public affairs. sibility. Human rights are universal, fundamental, However, those who have committed most indivisible and inalienable. The fundamental na- serious human rights violations may be held ture of human rights means that these rights are criminally liable under international law and particularly important rights, inalienability that ultimately tried at the International Criminal they belong to every human being on the basis Court. of humanity, and that they cannot be taken or The newest trend in human rights thinking given away. Indivisibility means that all human is corporate responsibility for the human rights rights, including economic, social and cultural impacts of business operations. New interna- rights as well as civil and political rights, are tional guidelines concerning this theme com- equally important and part of the same entity. bine the idea of human rights as legal norms Cultural differences can be acknowledged binding on states under international law and to certain extent in the ways human rights are at least as values binding on businesses on the implemented, but their universality means that international level. cultural reasons cannot be claimed for failure to According to the current understanding, realise human rights. states should develop national legislation

9 WHAT ARE HUMAN RIGHTS?

which transforms the moral responsibility of the freedom of movement, the right to privacy, businesses at the international level into legal the freedom of expression, the freedom of as- accountability at the national level. sembly and association, and the protection of property. The fundamental rights further comprise Respect, protection and fulfilment economic, social and cultural rights, such as the of human rights right to work, social security and education. Human rights conventions are treaties under The Constitution also protects equal treat- international law and, therefore, they are legally ment and equality, electoral and participatory binding on states. States that have acceded rights, linguistic rights, environment and pro- to human rights conventions are obliged to tection under the law. respect, protect and fulfil these rights. In addition to their important and funda- The obligation to respect refers to the fact mental nature, the fundamental rights are that the contracting state refrains from violating characterised by a particular permanence due human rights, while the obligation to protect to the order prescribed for the enactment of means that the state must provide protection constitutional legislation and its superior status against human rights violations. The obligation in the national hierarchy of norms. Furthermore, to fulfil requires positive actions from the state. according to Section 22 of the Constitution, the On the national level human rights are public authorities shall guarantee the obser- implemented not only through legislation but vance of fundamental and human rights. Simi- also through legal and administrative measures larly to human rights, fundamental rights also and policy guidance as well as through allocat- affect the relationships between individuals. ing financial resources and providing education Besides the national fundamental rights, the and information. rights of the individual are further protected in The contracting states undertake to guaran- the area of the European Union (EU) by the EU’s tee the rights set forth in the conventions not fundamental rights established in the Charter only to their citizens but, with certain excep- of Fundamental Rights of the European Union. tions, also to all other people in their jurisdiction. Human rights conventions The United Nations Universal Declaration of Fundamental rights protect individuals Human Rights of 1948 is considered the charter Fundamental rights refer to the rights which of human rights. The universal and regional hu- are guaranteed to individuals in the Constitu- man rights conventions adopted subsequently tion of Finland and which reflect basic values are largely based on the rights and principles generally accepted by society. The Constitution laid down in the Universal Declaration of Hu- of Finland is deemed to include all the rights man Rights. established in the human rights conventions The most important universal human rights ratified by Finland and even rights beyond conventions are the UN International Covenant these. For this reason, the expressions of funda- on Civil and Political Rights (ICCPR) and the UN mental rights and human rights are often used International Covenant on Economic, Social and in parallel. Cultural Rights (CESCR). The fundamental rights protect the freedom Both the covenants have been widely rati- of an individual against interference by public fied. They entered into force on the internation- authority. Such freedom rights include the right al level in 1966, and Finland acceded to them to life, the right to personal liberty and integrity, ten years later.

10 WHAT ARE HUMAN RIGHTS?

The UN treaty system further includes seven significant to Finland. The most important ones other treaties that can be classified as key are the European Convention on Human Rights, human rights conventions and six protocols whose observance is monitored by the Euro- attached thereto. Finland has acceded to all pean Court of Human Rights, and the revised these treaties with the exception of one, i.e. the European Social Charter of the Council of convention on migrant workers. Europe, whose observance is monitored by the European Committee of Social Rights. The International Labour Organization Key conventions and protocols (ILO) has also drafted conventions concern- • International Convention on the Elimination ing human rights, at work, in particular. The of All Forms of Racial Discrimination rights included in these central conventions • Convention on the Elimination of All Forms on human rights at work were compiled into of Discrimination against Women the 1998 ILO declaration on Fundamental • Optional protocol on individual and collec- Principles and Rights at Work. The International tive complaints Labour Organization (ILO) Convention No. 169 • Convention against Torture and Other Cruel, concerning Indigenous and Tribal Peoples is of Inhuman or Degrading Treatment or Punish- particular importance for Finland in respect of ment the rights of the Sámi people. • Optional protocol on national and international monitoring mechanisms Other international documents promoting • Convention on the Rights of the Child and protecting human rights • Optional protocol on the involvement of children in armed conflicts In addition to human rights conventions that • Optional protocol on the sale of children, are binding under international law, hu- child prostitution and child pornography man rights are also promoted and protected • Optional protocol on a complaints proce- through a large number of less-binding instru- dure ments, i.e. soft law, such as the general com- • Convention on the Rights of Persons with ments of treaty-monitoring bodies, declara- Disabilities tions and instructions. They allow for a deeper • Optional protocol enabling individual understanding of human rights and may later complaints and establishing an investigation develop into legally binding norms. procedure International organisations also draft politi- • International Convention for the Protection cally binding documents concerning human of All Persons from Enforced Disappearance rights. For example, Finland has committed • International Convention on the Protection itself to respect several human rights docu- of All Migrant Workers and Members of their ments of the Organization for Security and Families Co-operation in Europe (OSCE).

Besides the universal conventions of the UN, Content of human rights human rights conventions have also been drawn up by regional inter-governmental Depending on the method of classification, organisations, such as the Council of Europe there are 40 to 50 important human rights that (CoE), Organization of American States (OAS) are guaranteed to individuals. Furthermore, we and African Union (AU). can also identify collective rights belonging to The human rights conventions adopted groups, such as the rights of the minorities and within the Council of Europe are particularly indigenous peoples.

11 WHAT ARE HUMAN RIGHTS?

THE INTERNATIONAL COVENANT ON CIVIL AND POLITICAL RIGHTS The International Covenant on Civil and Political Rights consists of the following rights which are primarily freedom rights of the individual:

Article 1: The right to self-determination of Article 16: The right to recognition as a peoples person

Articles 2 to 5: Cross-cutting principles: the Article 17: The right to privacy and family prohibition of discrimination, the state obli- life gation to fulfil the rights through legislation and a functional judicial system Article 18: The right to freedom of thought, conscience and religion Article 6: The right to life Article 19: The right to hold opinions and Article 7: The right not to be subjected to express them (the freedom of expression) torture or to cruel, inhuman or degrading treatment or punishment Article 20: The prohibition of propaganda for war and advocacy of national, racial or Article 8: The prohibition of slavery religious hatred

Article 9: The right to liberty and security Article 21: The right to freedom of assem- of person bly

Article 10: The right of persons deprived of Article 22: The right to freedom of associa- their liberty to be treated with humanity tion

Article 11: The prohibition of imprisonment Article 23: The right to found a family on the ground of inability to fulfil a contrac- tual obligation Article 24: The right of the child to special protection Article 12: The right to liberty of movement and freedom to choose residence Article 25: The right to take part in the conduct of public affairs Article 13: The prohibition of arbitrary deportation Article 26: The right to equality before the law and the prohibition of discrimination Article 14: The right to a fair trial Article 27: The right of national minorities Article 15: The prohibition of retroactive to enjoy their own culture and use their own criminal laws language.

12 WHAT ARE HUMAN RIGHTS?

THE INTERNATIONAL COVENANT ON ECONOMIC, SOCIAL AND CULTURAL RIGHTS

The covenant covers the following rights: Article 10: The right to the protection of family, and special protection for mothers Article 1: The right to self-determination of during pregnancy and after childbirth as peoples well as for children and young persons.

Articles 2 to 5: Cross-cutting principles: the Article 11: The right of everyone to an prohibition of discrimination, the state obli- adequate standard of living for himself and gation to fulfil the rights through legislation his family, including adequate food, cloth- and a functional judicial system ing and housing, and to the continuous improvement of living conditions Article 6: The right of everyone to the opportunity to gain his living by work which he Article 12: The right to the enjoyment of freely chooses or accepts the highest attainable standard of physical and mental health Article 7: The right of everyone to the enjoyment of just and favourable conditions Articles 13 and 14: The right to education of work Article 15: The right of everyone to take Article 8: The right of everyone to form part in cultural life, to enjoy the benefits of trade unions and join a trade union, and the scientific progress and its applications and right to strike provided that it is exercised to benefit from the protection of the moral in conformity with the laws of the particular and material interests resulting from any country scientific, literary or artistic production of which he is the author. Article 9: The right to social security, including social insurance

International monitoring of human rights The monitoring of the UN human rights con- sions, which are of recommendatory nature. ventions is divided into treaty monitoring and Some of the UN treaty-monitoring com- monitoring under the UN Charter. The obser- mittees also accept and handle complaints vance of human rights conventions is moni- by individuals and the UN Committee against tored by treaty-monitoring committees, which Torture carries out fact-finding visits to closed consist of independent experts and receive institutions. periodic reports on the implementation of As regards the UN Charter, the most impor- treaty obligations from states. tant monitoring mechanism is the Universal The reports are handled in a process em- Periodic Review (UPR) at the UN Human Rights phasising dialogue, and after its completion, Council. Each member state is subjected to it the treaty-monitoring body issues its conclu- on a rotational basis.

13 WHAT ARE HUMAN RIGHTS?

The UN Human Rights Council may also organisations, human rights violations do not appoint independent human rights experts to remain hidden. fixed-term thematic or country-specific mis- sions. The Office of the United Nations High Monitoring and promotion of fundamental Commissioner for Human Rights assists these and human rights in Finland special mechanisms. The experts conduct, for example, country On the national level, states have arranged visits and meet victims of human rights viola- the monitoring of fundamental rights in vari- tions and state representatives. They report ous ways. In Finland, the monitoring is divided on their activities to the Human Rights Council between several institutions. and often also to the UN General Assembly in Legislation is scrutinized in advance by the accordance with their mandate. The reports are Parliament’s Constitutional Law Committee and public. In spring 2013, there were 36 thematic the Chancellor of Justice of the Government, and 13 country-specific special mechanisms who oversees the actions of the Government. appointed by the UN. The intent is to take fundamental and human The European Court of Human Rights rights into account already in the preparation of (ECHR) is an international court located in Stras- legislation at the ministries. bourg whose task is to monitor the observance The Parliamentary Ombudsman supervises of the European Human Rights Convention. The the implementation of fundamental and human contracting states as well as individuals, groups rights. In practice, this consists both of the tra- and non-governmental organisations may un- ditional oversight the ombudsman exercises on der certain conditions lodge applications with authorities afterwards as a guardian of the law the ECHR. and increasingly of the ombudsman’s proactive Applications concerning alleged violations future-oriented activities with the objective of of the convention may be lodged within a time improving the implementation of fundamental limit provided that the matter has first been and human rights. handled in a national court. The parties in cases The fact that the ombudsman has con- before the ECHR are always a state and an ducted more inspections and tried to make the individual applicant, and no complaints filed authorities aware of aspects which promote the against another individual are admissible. All implementation of fundamental and human documents and judgements are public. rights can be regarded as a manifestation of his The monitoring system of the European increasingly stronger role as the guardian and Social Charter is based on a collective complaint promoter of human rights. The Chancellor of and reporting procedure. International employer Justice of the Government is entrusted with a and employee organisations, certain internation- similar supervisory task. al non-governmental organisations and national In individual cases, a violation of funda- organisations (provided that the state party has mental and human rights may be revealed accepted this) have the right to file a complaint. in connection with court proceedings. It is International monitoring of human rights possible to appeal to fundamental and human is not always very effective. The states may, if rights at courts, and the courts are obliged to they so wish, ignore recommendations and consider these rights in their decision-making. even judgements. In such a situation, the If, in a matter being tried by a court of law, reactions to the ignorant state depend on the application of an act would be in evident international politics. Nevertheless, monitoring conflict with the Constitution, the court of has a great importance and, thanks to global law shall give primacy to the provision in the communications and active human rights Constitution.

14 WHAT ARE HUMAN RIGHTS?

There are several legal protection bod- the ministries by setting up a government ies concentrating on certain fundamental and network of fundamental and human rights human rights issues. For example, individual contact persons which, for example, examines discrimination cases are handled at the Nation- the situation of fundamental and human rights al Discrimination Tribunal (ethnic discrimination in Finland and the implementation of Finland’s under the Non-discrimination Act) and at the human rights obligations and commitments. A Gender Equality Board (gender-based discrimi- further objective is to develop indicators which nation under the Equality Act). will allow a more systematic follow-up of the State regional administrative authorities, the implementation of the rights. National Supervisory Authority for Welfare and Health (Valvira), the Patient Ombudsman and New national human rights institution several other authorities also deal with important fundamental and human rights issues, even The Human Rights Centre was established in though this is not always understood as the connection with the Office of the Parliamentary monitoring of fundamental and human rights. Ombudsman at the beginning of 2012. The The Ombudsman for Equality, the Ombuds- Human Rights Centre has, as provided by law, a man for Data Protection, the Ombudsman for Human Rights Delegation with a broad rep- Minorities and the Ombudsman for Children resentation of fundamental and human rights promote and develop the implementation of actors. those fundamental and human rights that are The statutory task of the Human Rights central to their field of expertise. With the ex- Centre is ception of the Ombudsman for Children, they also handle complaints made to them, although 1. to promote information provision, training, their mandates vary. education and research on fundamental and The Government issued a report to the Par- human rights and the related cooperation liament on the human rights policy in Finland in 2. to draft reports on the implementation of 2009 with the aim of providing a rather com- fundamental and human rights prehensive evaluation of the implementation 3. to take initiatives and give statements for the of fundamental and human rights. The report promotion and implementation of funda- included a first review of Finland’s international mental and human rights human rights policy as well as of the implemen- 4. to participate in European and international tation of fundamental and human rights on the cooperation related to the promotion and national level. protection of fundamental and human rights The first National Action Plan on Fundamen- 5. to perform other similar tasks associated tal and Human Rights adopted by the Govern- with the promotion and implementation of ment in 2012 includes a summary of concrete fundamental and human rights. projects through which the Government aimed to promote the implementation of fundamental The Human Rights Centre does not handle and human rights in 2012 and 2013. At the end complaints. of its electoral term, the Government will issue The Human Rights Centre and the Parlia- a report on human rights policy to the Parlia- mentary Ombudsman together form Finland’s ment, including an evaluation on the imple- national human rights institution which fulfils mentation of the action plan. the “Paris Principles” set by the United Nations The Government has, in accordance with for autonomous and independent statutory the action plan, developed cooperation in the national actors that promote and monitor hu- field of fundamental and human rights between man rights.

15 WHAT ARE HUMAN RIGHTS?

As for other actors monitoring fundamental ten addressed by different terms. For example, and human rights, the Government has numer- we talk about human rights when we discuss ous advisory bodies whose tasks are related to how to organise health care or make social and fundamental and human rights issues. education policies. Finally, it is important to stress the primary It is most important to remember that hu- role of the civil society, organisations and social man rights belong to each and every one of us, movements in the follow-up of the implemen- regardless of the names we use to talk about tation of fundamental and human rights both them. on the international and national level. Active Pursuant to Section 1 of the Constitution of individuals defending human rights are usually Finland, the Constitution shall guarantee the the first ones who report on drawbacks. inviolability of human dignity and the freedom Despite such a large number of actors moni- and rights of the individual and promote justice toring the implementation of fundamental and in society. human rights in Finland, it is not always easy to Human rights belong to each and every one get a general view of their implementation. The of us, regardless of the names we use to talk fundamental and human rights touch nearly about them. every aspect of life and the same rights are of-

16 WHAT IS HUMAN RIGHTS EDUCATION?

What is human rights education?

Part of the article is directly based on Mia and exercise their rights and to respect and Matilainen’s doctoral dissertation Human Rights uphold the rights of others. Education in a Finnish Upper Secondary School: Alien Yet Obvious, University of Helsinki, Re- In other words, human rights education should search Reports 326, 2011. provide information and understanding about According to the UN Declaration on Hu- the fact that human rights are legal norms and man Rights Education and Training1, human principles laid down in international treaties rights education and training comprises all and other instruments which bind states. It educational, training, information and learning should also provide information on the national activities aimed at promoting universal respect and international mechanisms that monitor the for and observance of all human rights and implementation of these norms as well as on fundamental freedoms and thus contributing their underpinning values that are common to to the prevention of human rights violations us all, i.e. ultimately on human dignity and on and abuses. Human rights education provides the conditions for respecting it. persons, inter alia, with knowledge, skills and While providing information and under- understanding for developing their attitudes standing about human rights, human rights and behaviours to empower them to contrib- education and training should take place ute to the building of a culture favourable to through human rights. human rights. This means that human rights should be respected both in the physical and mental en- • According to the declaration (Article 2(2)), vironment of education and training. Teaching human rights education and training encom- should be carried out in a way that respects passes the human rights of learners. The learners • knowledge and understanding of human must also respect the rights of one another as rights norms and principles, the values that well as the rights of educators and teachers. underpin them and the mechanisms for their This means that everybody shares the respon- protection learning and teaching in a way sibility for the implementation of human rights that respects the rights of both educators in the education and training environment and and learners empowering persons to enjoy culture.

1 Article 2(1)

17 WHAT IS HUMAN RIGHTS EDUCATION?

Furthermore, the ultimate goal of human The greatest and most important difference rights education and training should be the from the related concepts is that under interna- empowerment of each and every one of us to tional law, states are obliged to respect, protect enjoy and use our human rights and to respect and fulfil human rights. This includes the obliga- and, if necessary, to uphold the human rights tion to implement human rights education and of others and not only our own rights. This training. goal should also be used in measuring its success. Human rights education is a human right The broad definition included in the declaration combines the previous definitions of hu- The UN General Assembly adopted a Declara- man rights education (given e.g. by the UN and tion on Human Rights Education and Training UNESCO), which have often either emphasised on 19 December 2011 (A/RES/66/137). A work- the informative, attitudinal or functional aspect ing group appointed by the UN had worked of human rights. on the draft declaration since 2008, and it was Human rights education and training is accepted at the Human Rights Council on 23 essentially significant for every aspect of the March 2011. implementation of human rights, i.e. their pro- The declaration is the most important docu- motion, exercising, protection, fulfilment and ment related to the international development upholding. of human rights education. It establishes the As already noted above, the definition of right of all people in the world to human rights human rights education included in the UN education as well as the content of such educa- Declaration on Human Rights Education and tion and extends it to all levels and forms of Training was also used as the starting point in education, including life-long learning. this study. The text of the declaration is an- According to Article 1, everyone has the nexed to this publication. right to know, seek and receive information about all human rights and fundamental freedoms and should have access to human rights The relation of human rights education to education and training. related concepts States should take appropriate measures Examples of concepts that are close to hu- to ensure the effective implementation of and man rights education and partly overlap with follow-up to the declaration and make the nec- it include democracy education, citizenship essary resources available in this regard. education, international education, global Even though the declaration is not legally education, cross-cultural education, multicul- binding on states, the binding nature of the tural education and education for cross-cultural obligation to provide human rights educa- understanding. tion can be derived from several human rights In terms of its objectives and content, hu- conventions. man rights education shares many aspects with For example, according to the UN Inter- democracy education, international education, national Covenant on Economic, Social and global education and citizenship education. Cultural Rights (ICESCR), human rights educa- However, the objectives of human rights edu- tion can be regarded as being part of the right cation clearly have a distinctive emphasis. In to education. Article 13(1) states that education addition, its knowledge content can be defined shall be directed to the full development of the so accurately that it is justified to examine and human personality and the sense of its dignity. implement it as a separate field of education Education shall also strengthen the respect for and training. human rights and fundamental freedoms.

18 WHAT IS HUMAN RIGHTS EDUCATION?

Similarly, according to Article 29 of the further the activities of the United Nations for Convention on the Rights of the Child, the the maintenance of peace.” education of the child shall be directed to the development of respect for human rights and The importance of human rights education has fundamental freedoms, and for the principles increased over time in the UN documents. In the enshrined in the Charter of the United Nations. 1970s, it was still part of the recommendation The Convention on the Rights of the Child also on education for international understanding. includes the obligation to disseminate informa- Gradually the concept of human rights edu- tion on the convention. According to Article 42, cation (or education for human rights) became the states parties undertake to make the prin- established in general usage. In the 1990s, the ciples and provisions of the convention widely actors and documents in the field of in human known, by appropriate and active means, to rights education started to use the concept of adults and children alike. “human rights culture” and the building of such culture in parallel with human rights education. The UN Educational, Scientific and Cultural Historical overview of human rights Organization UNESCO had a key role in the education early stages of human rights education. Ever The obligation to realise human rights educa- since its founding, UNESCO has emphasised tion can be deemed to have its roots in the the importance of shared international educa- UN’s Universal Declaration of Human Rights of tion objectives. 1948, for example. The UN General Assembly In 1974, the UNESCO General Assembly proclaimed the declaration adopted a Recommendation Concerning Education for International Understanding, Co- “as a common standard of achievement for all operation and Peace and Education Relating peoples and all nations, to the end that every to Human Rights and Fundamental Freedoms. individual and every organ of society, keeping A first conference on the teaching of human this Declaration constantly in mind, shall strive rights was organised in 1978, and it launched by teaching and education to promote respect a series of UN conferences concentrating on for these rights and freedoms and by progres- human rights education. sive measures, national and international, to The Montreal World Plan of Action on secure their universal and effective recognition Education for Human Rights and Democracy of and observance, both among the peoples of 1993 emphasised that peace culture and toler- Member States themselves and among the peo- ance should be reinforced through democracy. ples of territories under their jurisdiction”. The action plan was followed by the UN Dec- ade for Human Rights Education and the World Article 26 of the declaration guarantees the Programme for Human Rights Education. right to education. As for the goals of education, the declaration states the following (Article The UN Decade and World Programme for 26(2)): Human Rights Education

“Education shall be directed to the full devel- The World Conference on Human Rights held opment of the human personality and to the in Vienna in 1993 paid special attention to the strengthening of respect for human rights and importance of human rights education. The fundamental freedoms. It shall promote un- concluding document of the conference recom- derstanding, tolerance and friendship among mended that human rights, humanitarian law, all nations, racial or religious groups, and shall democracy and rule of law should be included

19 WHAT IS HUMAN RIGHTS EDUCATION?

in the national curricula as topics of teaching. the member states with a reference point for On the recommendation of the World strengthening citizenship and human rights edu- Conference, the UN General Assembly de- cation and for promoting their quality objectives. clared a Decade for Human Rights Education A key goal is to make democracy and human (1995–2004). Following a decision of the UN rights education accessible to every person in General Assembly, a World Programme for the member states. The content of the charter is Human Rights Education was afterwards drawn largely consistent with the UN declaration. up on the basis of the action plan drafted for The Congress of Local and Regional Au- the decade. The programme is coordinated by thorities of the Council of Europe also seeks the Office of the United Nations High Commis- to promote local and regional democracy in sioner for Human Rights and its action plans are cooperation with several actors. adopted by the Human Rights Council. The programme’s first phase (2005-2009) Development of human rights concentrated on human rights education at education in Finland schools. The ongoing second phase of the programme (2010-2014) focuses on universi- The history of human rights education in ties and authorities. In the programme, the term Finland is closely related to the development “authorities” refers to all state and municipal of education for international understanding. employees and to the defence forces. The plan- Finland was accepted as a member state to the ning for the third phase is already under way. UN in 1995, and a year later Finland joined the UN Educational, Scientific and Cultural Organi- zation UNESCO. Council of Europe Charter on Education for Finland was one of the two initiators when Democratic Citizenship and Human Rights the above-mentioned recommendation on edu- Education cation for international understanding, peace Besides the UN and its agencies, regional and human rights was accepted as part of the inter-governmental organisations are also ac- UNESCO’s programme. The first UNESCO tive in the field of human rights education and Regional Conference on Human Rights Educa- training. tion in Europe was held in the Finnish town of Education plays an essential role in the Turku in 1997. In 2003, the UNESCO Confer- promotion of the core values of the Council of ence on Intercultural Education was organised Europe (COE), i.e. democracy, human rights in Jyväskylä. and the rule of law, as well as in the prevention In Finland, several ministries of the central of human rights violations. government are involved in global education- Education is increasingly also seen as a related work. As regards human rights educa- defence against the rise of violence, racism, tion, the Finnish National Board of Education is extremism, xenophobia, discrimination and an important national development agency in intolerance. the field of education since one of its tasks is to In 2010, the COE’s 47 member states adopt- draw up core curricula. ed the Council of Europe Charter on Education The global education project of the Minis- for Democratic Citizenship and Human Rights try for Foreign Affairs and the National Board Education (EDC/HRE, Recommendation CM/ of Education, Growing to Global Responsibil- Rec [2010]7). The charter was preceded by ity 2007–2009, can also be considered to be several recommendations for the promotion of related to human rights education. human rights and/or democracy education. The aim of the project was to improve the The purpose of the charter is to provide quality and effectiveness of global education

20 WHAT IS HUMAN RIGHTS EDUCATION?

in Finland. Another objective was to increase expressed their concern about the deficiencies awareness on global development issues in human rights education in Finland. and to provide tools for implementing global The UN Committee on the Rights of the education at schools. A further objective was to Child has criticised the fact that Finland has increase the citizens’ involvement in upholding provided no information on the extent to human rights and in seeking a more just and which teachers follow the obligations related equal world. to human rights education. The committee ex- The Constitution of the UN Educational, pressed its concern over the fact that all pupils Scientific and Cultural Organization UNESCO do not necessarily receive human rights educa- obliged the member states to establish a tion and that the inclusion of human rights national commission with representatives both education in teaching is still dependent on the from the government and from the most impor- decision of an individual teacher. tant educational, scientific and cultural national The committee recommended Finland to communities. The Finnish National Commission examine the matter and ensure that all children for UNESCO functions as an expert body under receive human rights teaching and education. the Ministry of Education and Culture. The com- The universal periodic review of the UN Human mittee participates, for example, in research Rights Council also recommended Finland to programmes, arranges seminars, issues publi- add human rights to teacher training. cations, coordinates UNESCO schools and pro- When implementing Finland’s obligation vides information on UNESCO-related issues. to human rights education and training, actors The first UN Decade for Human Rights should remember that human rights education Education brought several opportunities and is best realised when its themes are included in responsibilities for Finland. Some of these have teaching in different forms and levels of educa- been fulfilled, while others have not been met. tion as well as in several subjects. The UNESCO seminar organised during In addition to implementing study modules the UN Decade for Human Rights Education consistent with the definition of human rights in 1997 gave two concrete recommendations: education, it is necessary to mainstream human human rights education should be included in rights-based approach in all education and the curricula of schools and teachers should training. receive enough human rights training. The new national core curricula, which were Non-governmental organisations and human published during the UN Decade for Human rights education Rights Education (in 2004 for comprehensive education and in 2003 for upper secondary ed- Several non-governmental organisations tell ucation), mention human rights in the general that they are engaged in global or human value basis of schools. Afterwards they were rights education work. However, the organisa- also included in the learning content of history tions define themselves what they consider teaching (cf. the article on basic education). global or human rights education. However, as revealed by this study, the hu- Out of the 72 organisations included in the man rights training offered to teachers is still global education register of the service centre limited. Only a few universities offer training for development cooperation (KEPA), 31 or- on human rights to future teachers in the basic ganisations (43%) identified their human rights studies, and even at these universities human education as a form of global education. Nine rights training is optional for students. of these can be deemed to be mainly engaged Committees monitoring the observance in global education work, and three out of of UN human rights conventions have in fact these nine organisations can be regarded as

21 WHAT IS HUMAN RIGHTS EDUCATION?

proper human rights organisations: the Finnish for Human Rights and the UN Association Section of Amnesty International, the Finn- Finland were involved in the implementation of ish League for Human Rights, and Kynnys, the this project. In addition, the Family Federation Threshold Association. of Finland and Plan Finland, for example, have Many different organisations, such as the published material on human rights education. UN Association of Finland and the Finnish The Council of Europe Charter on Educa- League for Human Rights, have produced spe- tion for Democratic Citizenship and Human cific education material on human rights for use Rights Education (CM/Rec(2010)), for instance, at schools, for example. The Finnish League for includes a recommendation that states should Human Rights has also produced human rights support the human rights education activities education material together with the Finnish of non-governmental organisations. However, it National Commission for UNESCO. is difficult to find out the quantity of resources The human rights education material that has been directly allocated to non-gov- published for schools by the Finnish National ernmental organisations only for human rights Commission for UNESCO include a publication education. on the common principles of peace, human There is no specific financial framework for rights and democracy education, a handbook human rights education. Various ministries have on human rights education for comprehensive a few financing channels for projects related schools, and a handbook on human rights to human rights education. These are mainly education. short-term projects, and as such, very few of Unicef Finland has also been active in this them meet the targets set for human rights field and translated and published, for exam- education and training by the UN. ple, the manual on human rights education for The ultimate goal of human rights educa- children produced by the Council of Europe tion should be the empowerment of us all to (Compasito). respect and uphold the human rights of others A virtual textbook on human rights com- and not only our own rights. piled by different organisations for upper com- Human rights education works best when prehensive school and upper secondary school its themes are brought up in different sectors students was launched in the Internet in 2004 and levels of education as well as in different (www.ihmisoikeudet.net). The Finnish Section subjects. of Amnesty International, the Finnish League

22 SUOSITUKSET 2

Recommendations of the Human Rights Delegation

23 RECOMMENDATIONS OF THE HUMAN RIGHTS DELEGATION

Recommendations of the Human Rights Delegation for promoting human rights education and training in Finland

1. The Government should draft an action plan 5. The human rights knowledge and skills of for human rights education and training. public servants and other persons exercising public power and functions should be 2. Human rights should be included in all forms ensured. of education and training. 6. The materials and methods for teaching hu- 3. Human rights education should support and man rights should be developed. promote the realisation of a learning environment where human rights are respected. 7. Human rights education, teaching, learning and knowledge should be monitored, evalu- 4. The human rights knowledge and skills ated and developed. of teachers and educators should be strengthened.

24 RECOMMENDATIONS OF THE HUMAN RIGHTS DELEGATION

1. The Government should draft an action plan for human rights education and training.

The right to human rights education is a hu- tors of education and educational institutions. man right as such, which the state is obliged Nevertheless, the field is marked by narrow to realise. The government should draft a contents, inconsistent practices and the fact separate action plan for human rights educa- that courses are optional. Furthermore, non- tion to ensure a systematic and coordinated governmental organisations, individual educa- implementation of human rights education tion providers and teachers bear too great a and training across the whole education sys- responsibility for the implementation of human tem. The action plan should specify objectives, rights education and training. This shows that actions and responsible bodies for each field various actors are still not completely aware of and level of education. It should also define the obligatory nature of human rights educa- the content-specific objectives, follow-up and tion. indicators for human rights education and training. How to promote this? The government should draft an action plan Why is this necessary? for human rights education and training which In Finland, the right to human rights education clearly defines the objectives, measures, is still not implemented in accordance with responsible bodies and follow-up in general international commitments. Learning contents and specifically for each sector and level of related to human rights and promoting human education. rights objectives are employed in different sec-

25 RECOMMENDATIONS OF THE HUMAN RIGHTS DELEGATION

2. Human rights should be included in all forms of education and training.

Both the values underpinning human rights every aspect of the international definition and the norms governing them as well as their of human rights education: values, norms, monitoring mechanisms should be included in mechanisms, enabling environment and the all education and training. They must be taken objective of empowerment. into account in a systematic and comprehensive • The implementation of human rights educa- manner in all guidance and regulation, imple- tion and training should be incorporated into mentation, evaluation and follow-up related to all legislation concerning education education and training. • key programmes adopted by the ministries and the Government for guiding education and youth work, including its mainstreaming Why is this necessary? in other relevant programmes and policy The promotion of human rights is defined as guidelines, whose human rights-based ap- an objective of basic education and included proach should be strengthened further in the value basis of core curricula. It has also • education sector and level-specific core cur- been added to the content of history teach- ricula and corresponding policy guidelines, ing. The core curricula for other sectors and and specifically into their legal basis and not levels of education also pay varying attention only into the value basis to human rights. This has not, however, been • education sector and level-specific curricula sufficient for guaranteeing the implementation as well as into local-level curricula. of human rights education and training in prac- • A binding minimum content should be de- tice. The teaching of human rights norms and fined for human rights education and train- mechanisms, in particular, is often inadequate, ing in each sector and level of education, and their obligatory nature does not receive considering the special needs of each sector. enough attention. • Human rights education carried out within the scope of liberal adult education should How to promote this? be promoted and supported to reach the population groups outside the rest of the • Human rights education and training should education system. be implemented in different sectors and levels of education as an entity which covers

26 RECOMMENDATIONS OF THE HUMAN RIGHTS DELEGATION

3. Human rights education should support and promote the realisation of a learning environment where human rights are respected.

Human rights belong to each and every one persons, indigenous peoples (the Sámi people of us. Human rights education should support in Finland), immigrants, people recovering from and promote the realisation of human rights mental illness, people living in poverty, defend- and human rights principles, such as equal ers of human rights, as well as different learners treatment, inclusion and prohibition of discrimi- and bullied pupils in early childhood education nation, both in the learning contents and in the and at schools. environment and culture of educational institu- The authorities and the directors of edu- tions, including the digital learning environ- cational institutions have a particular respon- ment. sibility for guaranteeing the preconditions for Human rights training should be barrier-free a human rights-friendly environment, while and accessible to everyone. Inclusion should be the teachers answer for the practical imple- promoted as a general principle of education, mentation and act as role models. However, considering also the needs and rights of differ- everybody is responsible for implementing a ent learners. learning environment where human rights are The realisation of a human rights-friendly respected. environment requires that all education should systematically promote the fulfilment of the Why is this necessary? rights of individuals and groups in the need of special protection and provide information on Human rights education concerns both the these rights. information content and the value basis of edu- The following individuals and groups, for cation. The objective is to educate individuals example, may often need special protection: who are aware of their own human rights and people belonging to minorities on the basis of those of others, respect them and want to act of their language, culture, religion or con- to promote and uphold them. It is essential that science, gender or sexual orientation, children human rights are also implemented in everyday and young people, disabled persons, elderly activities at the educational institutions.

27 RECOMMENDATIONS OF THE HUMAN RIGHTS DELEGATION

At the moment, some children and young be actively promoted in each sector and people do not feel well at school, students can- level of education. not sufficiently influence the everyday activities • The fundamental and human rights aspects at schools, and discrimination and bullying are in the existing programmes for reforming the not always addressed efficiently enough. The culture of educational institutions should be learning content of human rights education made visible (such as the KiVa School and and the culture of educational institutions do Verso programmes). not sufficiently support each other; neither do • Children and young people should be re- people have an equal access to human rights garded as resources in human rights educa- teaching. tion and their inclusion should be supported and strengthened. • The directors of educational institutions How to promote this? should be made responsible for and com- • The respect for and observance of human mitted to the promotion of a human rights- rights and human rights principles should friendly learning environment. be included in the objectives concerning • Each educator and trainer should promote the education and training environment as the realisation of equal treatment and inclu- well as in the national core curricula, local sion in the culture of educational institutions. curricula and in the strategies and codes of • Each individual should recognise and ac- conduct of educational institutions. knowledge his responsibility for the reali- • A culture strengthening the realisation of sation of an environment which respects human rights and projects encouraging the human rights. respect and upholding of these rights should

28 RECOMMENDATIONS OF THE HUMAN RIGHTS DELEGATION

4. The human rights knowledge and skills of teachers and educators should be strengthened.

The teachers and educators in all sectors and particular of teachers specialised in philosophi- levels of education, educational institutions and cal and religious subjects, history and social subjects should have sufficient basic knowl- studies. edge about human rights, both about their Universities, polytechnics, vocational value basis and normative content. institutions and state educational institutions Human rights education and training should ensure that their teachers have suf- should be made compulsory in teacher train- ficient competences and applied knowledge ing. Human rights education should be con- of at least those human rights issues that are sidered a positive resource in teaching, and central to their professional fields. Teachers in teachers and educators should be seen as liberal adult education and adult education the driving force and role model for a culture and training should master the basics of human favourable to human rights. The directors of rights and have the competence for promoting educational institutions have a particular re- human rights in their teaching. sponsibility to promote and implement human rights teaching. Why is this necessary? Teachers and educators should be made committed to human rights teaching and Teachers and educators have a key role in the education in their own teaching contents and realisation and development of human rights methods. education and training. To succeed in this task, As regards early childhood education and they need support from the directors of educa- pre-school and basic education, it is important tional institutions as well as knowledge, skills that teachers and educators are familiar with and competence for promoting human rights the human rights of the child and respect them knowledge and building a human rights-friend- and give a primary consideration to the best ly culture both at schools and in the coopera- interests of the child. tion between schools and homes. In basic and upper secondary education, So far this role has not received enough at- it is important to strengthen the human rights tention in teacher training, and teachers do not knowledge of class and subject teachers and in perceive the value basis of curricula as sufficient-

29 RECOMMENDATIONS OF THE HUMAN RIGHTS DELEGATION

ly binding. At universities, human rights-related education and the faculties of law should be teaching is mainly available only at the facul- strengthened in the training of teachers and ties of law. The faculties of education provide a educators. limited amount of human rights teaching with • The existing teaching contents used by the exception of the rights of the child. None teachers and educators should be modified of them offers a study module on human rights to make their connection to fundamental which would be compulsory for each student. and human rights clear and, on the other The situation is even worse in the training of hand, to clarify the differences from the teachers and educators outside the universities. related concepts, such as democracy, global and international education. • The rights of the child should lie at the core How to promote this? of training for early childhood educators and • The faculties of education and other institu- teachers. However, all human rights should tions providing teacher training should add be taken into account and promoted in the human rights (values, norms, mechanisms, environment and culture of education and enabling environment and empowerment) training. and human rights teaching to the basic-level • Particular attention should be paid to the and continuing education as a content com- education of trainers and to using target pulsory for every student. group-specific information contents and • Cooperation between the different actors teaching methods. and in particular between the faculties of

30 RECOMMENDATIONS OF THE HUMAN RIGHTS DELEGATION

5. The human rights knowledge and skills of public servants and other persons exercising public power and functions should be ensured.

It should be ensured that all state and munici- can be directly derived from the human rights pal public servants and other persons exercis- conventions. This obligation is also laid down ing public power and functions have sufficient in Section 22 of the Constitution of Finland, human rights knowledge and skills by offering according to which the public authorities shall them appropriate training. All public servants guarantee the observance of fundamental and should master the basics of human rights and human rights. If these persons do not have suf- have specific knowledge about the human ficient human rights knowledge and skills, this rights issues related to their field of administra- obligation cannot be implemented. tion. Legislators should also be offered human The obligation to provide sufficient human rights training. rights training for public servants has been Human rights training should be integrated incorporated into several international human into the introductory and continuing training rights instruments. Both national and interna- offered to public servants and other persons tional actors have often addressed the need to exercising public power and functions. On the strengthen the human rights knowledge and municipal level, the human rights knowledge skills of public servants in Finland. This issue and skills of the persons of trust should also be is also mentioned in the Government’s Na- strengthened. tional Action Plan on Fundamental and Human Rights.

Why is this necessary? How to promote this? Public servants have a key role in the realisation of fundamental and human rights, in particular • Human rights should be included in the in respect of their policy guidance, implemen- teaching at each state educational institu- tation and monitoring. tion. Since public servants exercise public author- • A study module on human rights should be ity, their obligation to safeguard human rights included in the introductory training pro-

31 RECOMMENDATIONS OF THE HUMAN RIGHTS DELEGATION

gramme for public servants and integrated • The Association of Finnish Local and Region- into continuing training provided in different al Authorities should consider its potential administrative sectors. role in supporting the human rights training • Human rights training should be incorpo- of municipal public servants, persons of trust rated into the introductory and continuation and other persons entrusted with public training offered to municipal public servants, authority. persons of trust and other persons exercising public power and functions.

32 RECOMMENDATIONS OF THE HUMAN RIGHTS DELEGATION

6. The materials and methods for teaching human rights should be developed.

It is necessary to strengthen the human Cooperation, coordination and exchange of rights-based approach in all learning mate- information and good practices should be sup- rials and methods. Learning materials and ported and strengthened between the actors methods suitable for human rights education offering human rights education and training and training in different sectors and levels of (authorities, teachers and educators, experts in education and learning environments should education and human rights, non-governmental be identified, developed and disseminated organisations). more efficiently. The viewpoints of human rights experts, Why is this necessary? teachers and students should be acknowledged in the development of teaching materials and It is difficult to implement training adequately methods and their expertise should be utilised. without a minimum content defined for each Up-to-date human rights information and education sector and subject and without information services should be available at corresponding learning materials. The achieve- least in Finnish, Swedish, Saami, Romani and in ment of learning objectives can be guaranteed the sign language. The information should also best through teaching contents and methods be easily accessible, modifiable and readily that correspond to the needs of the target tailored for various target groups. groups. At the moment, the availability of suit-

33 RECOMMENDATIONS OF THE HUMAN RIGHTS DELEGATION

able materials varies significantly between the for general purposes and for each education education sectors. sector and level. The materials and methods should be • The learning materials should be accompa- updated in accordance with the objectives to nied by up-to-date manuals for teachers. make human rights education and training • Human rights education should not be lim- cover the whole education system and corre- ited to the teaching of theory, but it should spond to the needs of different target groups. also be included in practical training. • Activity-based methods should be developed in parallel with knowledge-based How to promote this? methods to promote a human rights-friendly • The learning materials and methods should culture. be developed to include the human rights- • Human rights information services should based approach. be established and maintained for public • National and international teaching materials servants and citizens, and the human rights and methods for human rights, e.g. those of aspect should be strengthened in the exist- the UN and CoE, should be utilised. Materi- ing information services. als and methods should be developed both

34 RECOMMENDATIONS OF THE HUMAN RIGHTS DELEGATION

7. Human rights education, teaching, learning and knowledge should be monitored, evaluated and developed

Information on human rights education regularly also at the national level. The follow- and training and on its effectiveness should be up and evaluation of results also provides a collected on a regular and systematic basis. The basis for developing training further. implementation should be evaluated regularly in respect of all the aspects included in the How to promote this? definition of human rights education. The evaluation should be both quantitative • The obligation to collect information on and qualitative. It must answer the question human rights education and training and whether the awareness of human rights has in- the bodies responsible for this should be creased among the target groups and whether defined in official instruments. individuals have been empowered to exercise • The regular evaluation should cover both their rights and to promote and uphold the teaching and learning, including the theo- rights of others. retical content and practical training. The achievement of these objectives • The Finnish Education Evaluation Council should also be assessed in course evaluations should also be made responsible for evaluat- and diplomas. The content and extent of hu- ing human rights education and training. man rights education as well as the achievement of its objectives should also be assessed from various aspects in academic research projects, in particular in the fields of law and education.

Why is this necessary? The implementation of human rights education and training is a human rights obligation of the state, and the achievement of the state’s objectives should be monitored and evaluated

35 SUOSITUKSET 3

Human rights education and training in different education sectors

This section includes summaries of the articles written by experts on human rights education and training in different education sectors and their proposals for action. The articles are published in their entirety in the Finnish digital version of this study.

36 KRISTIINA VAINIO

Human rights education in government policy programmes and plans for education and child and youth work

Despite international recommendations, Fin- take steps to ensure the implementation of this land has not so far drawn up a general strategy obligation by all available means, including or action plan which would govern all human the adoption of legislative and administrative rights education and training. This article exam- measures and policies (Article 7(3)). ines how human rights education and train- Furthermore, pursuant to Article 8(1), states ing has been taken into account in the central should develop strategies and policies as well government policy programmes for education as action plans and programmes at the appro- and child and youth work as well as in other priate level to implement human rights educa- relevant policy directives. tion and training, such as through its integration When states ratify international human into school and training curricula. rights conventions, they undertake to imple- Despite international recommendations, ment the obligations following from them on Finland has not so far drawn up a general strat- the national level. States may use discretion egy or action plan on human rights education in choosing the method of implementation, and training. although it often requires legislative as well as political and administrative guidance and instructions on different levels. Referring to obligations established in various instruments, the preamble of the UN Declaration on Human Rights Education and Training reaffirms that states have the duty to ensure that education is aimed at strengthening respect for human rights and fundamental freedoms. According to Article 7(1), states and relevant governmental authorities have the primary responsibility to promote and ensure human rights education and training. States should

37 This article examines how human rights Equality 2012-2015 (Government Resolution education and training has been taken into ac- of 14 June 2012) count in the key government programmes for • the Government Resolution for the Promo- education and child and youth work as well as tion of Democracy (4 February 2010) in other relevant policy directives. Based on the • the Report on Democracy Education (Minis- definition included in the Declaration on Hu- try of Education and Culture 2011:27) man Rights Education and Training, it seeks to • the Global Education Programme 2010 (Min- answer the question whether such programmes istry of Education and Culture 2007:11) pay attention to • the National Communications Strategy on the Rights of the Child (a working group • human rights education and training per se memorandum of the Ministry of Education • education and training on individual human and Culture 2010:14). rights themes • human rights values and principles Human rights education and training as an • a learning environment which respects objective or measure human rights • empowerment to uphold human rights. Based on the review, it can be noted that human rights education and training has not been This article chiefly reviews incorporated either into the key programmes guiding education and youth work, i.e. LANUKE • the Child and Youth Policy Development and KESU, or into the other above-mentioned Programme 2012–2015 (referred to as programmes and policy directives as an entity “LANUKE”, Government Resolution of 8 including all the different elements of the inter- December 2011) national definition of human rights education. • the Development Plan for Education and However, the Action Plan on Fundamen- Research 2011–2016 (referred to as “KESU”; tal and Human Rights identifies the need for Government Resolution of 15 December strengthening human rights education on a 2011). general level, referring to the importance of human rights education both for the fulfilment It also examines of the rights of the individual and for strengthening rights-based thinking in administration. • the present Government Programme (Pro- LANUKE refers to the need to ensure that gramme of Prime Minister Jyrki Katainens training offered to those working with children Government, 22 June 2011) and young people includes content on equality, • the Government’s National Action Plan on non-discrimination and human rights in order Fundamental and Human rights 2012-2013 to bring about changes in the work environ- (Government Resolution of 22 March 2012) ment and culture. • the Internal Security Programme 2012-215 The Communications Strategy on the Rights (Government Resolution of 14 June 2012) of the Child emphasises that the content in the existing national core curricula for com- and the following thematically relevant prehensive schools and in the subject-specific documents: core curricula is inadequate for ensuring the implementation of human rights education at • the Government Report on Gender Equality schools. (7/2010) The Internal Security Programme includes • the Government Action Plan for Gender a reference to the need to conduct a study on

38 human rights education in teacher training. they include occasional references to human The study was launched in autumn 2013 and rights. it will be used as a basis for recommendations In addition to the Government Resolution concerning the basic information on human on the Promotion of Democracy, LANUKE and rights education necessary in teacher training. KESU include democracy education as part of The Government Resolution on the Promotion the objective of active citizenship. The Global of Democracy also mentions democracy and Education Programme defines human rights human rights education as a key challenge to and equality as part of global education, but Finnish democracy. otherwise they receive little attention. Deficiencies in the systematic implementation of the Convention on the Rights of the Education and training on individual human Child and in particular in the provision of rights themes training and information on the convention As regards education and training on individual have been a persistent problem in Finland. The human rights themes, the values of equality, purpose of the Communications Strategy on the non-discrimination and democracy have re- Rights of the Child was to improve the situation, ceived most attention. The action plan and report but its implementation has not corresponded to on gender equality include the objective of inte- the expectations. Several of the recommenda- grating the gender equality theme into teacher tions included in the communications strategy training, continuing education of teachers and are also relevant from the perspective of gen- learning materials. On the other hand, the Action eral human rights education. Explicit references Plan on Fundamental and Human Rights pro- to training on the rights of the child are also vides for an equality project whose objective is found in the Action Plan on Fundamental and to implement an equality and non-discrimination Human Rights and in LANUKE. programme at various educational institutions (as part of the YES-5 campaign). Human rights values and principles LANUKE promises to ensure that the degree structure reform in vocational education for In respect of human rights values and princi- professionals working with children and young ples, it can be noted that human rights have people will address, for example, democracy been incorporated into the value basis of edu- education as well as non-discrimination and cation and training in every programme under equality education and that the latter two review, at least implicitly. Several documents, themes will also be included in additional and such as the Government Programme, also continuing education for those working with make explicit references to them. Correspond- children and young people. It also states that ingly, human rights principles, such as equality, gender equality should be advanced in basic equal treatment, inclusion and prohibition of education and early childhood education. non-discrimination and racism, have a rather KESU does not expressly include equality important role in the definition of education education but its promotion has been incorpo- policy objectives. rated into the Action Plan on Gender Equality in However, the rights-based approach is not Education, which is part of KESU. always necessarily recognised or acknowl- The policy guidelines for democracy educa- edged. The connection between values and tion and global education, which are themati- norms and their integration into programme cally closely related to human rights education objectives and measures may thus remain and partly overlap with it, pay surprisingly little weak, even when human rights norms are attention to human rights education. However, rather clearly identified as part of the norma-

39 tive basis of the programme, as in the case of The objective of active citizenship and glob- LANUKE for example. al citizenship included in LANUKE and KESU This may be one reason for the fact that are broadly understood to cover the upholding human rights education is not recognised as a of human rights and non-discrimination along- means for achieving the set policy objectives. side social and civic activity and environmental However, KESU expressly states that one of the responsibility, for example. On the other hand, objectives of basic education is to guarantee the Action Plan on Fundamental and Human children and young people their fundamental Rights acknowledges the need to strengthen education related rights regardless of their the commitment of authorities to safeguard place of residence, language and economic fundamental and human rights. status.

PROPOSALS FOR ACTION Learning environment which respects human rights 1. The Government should adopt an action The programmes that set policy directives for plan on human rights education and education have given, both in their objectives training and measures, relatively much attention to the A systematic implementation of human creation of an environment which respects hu- rights education and training in the whole man rights. education system necessitates a separate The development of mechanisms support- action plan or strategy in accordance with ing participation and influencing is mentioned international recommendations whose as part of democracy education, student wel- follow-up and indicators are human rights- fare and cooperation between children, young based. people, families and schools, for example. The objective is to prevent bullying, discrimina- 2. The implementation of human rights tion and racism through intensified actions to education and training should be decrease bullying and through increasing toler- mainstreamed in higher-level political ance education and learning of good manners and administrative guidance at schools (KESU). The implementation of human rights educa- LANUKE states that addressing only visible tion and training as an entity consistent cases of bullying it not sufficient, but it is also with the international definition should be necessary to prevent bullying and change the incorporated into the objectives of the key structures, management methods and behav- programmes directing education and youth iour of entire organisations or communities in a work and mainstreamed in other relevant comprehensive manner. One way of changing political and administrative programmes the culture is to include human rights in the and guidance. It should further be ensured learning contents alongside the principles of that the follow-up and indicators of the pro- equality and non-discrimination. grammes are based on human rights.

Support for empowerment 3. The human rights-based approach in Have human rights been acknowledged in edu- political and administrative guidance cation in a manner which empowers persons should be strengthened to actively uphold their rights and the rights of The human rights-based approach in politi- others? cal and administrative guidance should be

40 strengthened at all levels. The human rights- manner. It is also essential to strengthen the based approach should also be imple- implementation of fundamental and human mented in the follow-up and indicators of rights-based approaches in this context. different programmes and policy directives. 5. Human rights education and training 4. The relation of human rights education to should be set as a criterion for quality its thematically closely related fields of education education should be clarified The implementation of human rights It is important to consider how democracy education and training is a human rights education and global education, which are obligation, but integration of human rights closely related to and partly overlap with education and training into the whole edu- human rights education, as well as study cation system should also be regarded as a modules on the rights of the child and criterion for quality education. other relevant themes are inter-related and Human rights education is still not rec- how the study modules could be designed ognised as a means for achieving set policy and implemented in a mutually supportive objectives.

41 ERJA RUSANEN AND KRISTIINA VAINIO*

Early childhood education

It can be argued that from the perspective of The parents have the primary right and human rights, the key objective of early child- responsibility to educate the children. The hood education is to create an environment purpose of social services is to support home and culture where human rights and the rights education. Day care is the main form of early of the child are respected. The legislation on childhood education provided by society. In early childhood does not, however, include addition, early childhood education covers pre- explicit references to human rights, with the primary education. exception of the additions made to the general According to the National Policy Guidelines objectives of pre-primary education in 2012. on Early Childhood Education, the legal basis This summary examines how human rights of early childhood education includes the UN education and training have been taken into Convention on the Rights of the Child (CRC), account in the legislation and other state-level fundamental rights and other national legisla- policy directives concerning early childhood tion. Equal treatment, inviolability of human education. The latter part provides a short dignity, safeguarding the liberty and rights of overview of human rights education and early the individual, freedom of religion, and lin- childhood education from the perspective of guistic and cultural rights are defined as most educational sciences and education psychol- important fundamental rights in respect of early ogy. This part is based on Erja Rusanen’s article childhood education. which is published in the Finnish version of the The most significant legislative instru- actual study. ments governing early childhood education The Government Resolution concerning the and relevant to human rights education are National Policy Definition on Early Childhood the Act on Child Day Care (36/1973), the Act Education (28 February 2002) defines early on Child Home Care and Private Care Allow- childhood education as follows: early child- ances (1128/1996) and, as regards pre-primary hood education is educational interaction in dif- education, the Basic Education Act (628/1998). ferent social milieu of the child with the objec- Provisions relevant to the implementation of tive of promoting healthy growth, development early childhood education are also included in and learning of the child. the legislation on social welfare, for example.

* The section on early childhood education consists of two texts: an article by Erja Rusanen and a short review by Kristiina Vainio of legislation and policy directives related to early childhood education.

42 The Act on Child Day Care (36/1973) does The Government intends to submit its proposal not include references to human rights or hu- for a new early childhood education act to the man rights education. Neither does the Basic Parliament during its spring term in 2014. Ac- Education Act refer to human rights or to their cording to the plan, the new act would enter respect and promotion as a specific objective into force at the beginning of 2015. of teaching (Section 2). It does not mention The decision appointing the working group them as content of education, either (Section states that when preparing the amendment, the 11 which defines the core subjects compulsory working group should consider, for example, for everyone). changes and trends in the international envi- However, the objectives of the Basic Educa- ronment and pay special attention to the pos- tion Act are consistent with the human rights sibility of children and families with children, objectives. The objectives include the pupils’ in particular, to influence matters concerning growth into humanity and into ethically respon- them. sible membership of society, promotion of From the viewpoint of the systematic pro- civilisation and securing of adequate equity in motion of human rights education, it is interest- education throughout the country. ing that the responsibility for the preparation, In addition, human rights and the promo- administration and guidance of the legislation tion of the inviolability of human dignity were on early childhood education and day care ser- added to the general national objectives of vices was transferred from the Ministry of Social teaching provided for in the Basic Education Affairs and Health to the Ministry of Education Act by a decree (422/2012) in 2012. The decree and Culture at the beginning of 2013. (Section 5) provides that a particular objective of pre-primary education is to support the Human rights in the curriculum guidelines development and learning prerequisites of the on early childhood education child in cooperation with homes and guardians and to strengthen the child’s social skills and Alongside legislation, early childhood edu- healthy self-esteem through play and positive cation is governed on the state level by the learning experiences. National Curriculum Guidelines on Early Child- Section 29 of the Basic Education Act hood Education and Care (Stakes, Handbook further provides for the right to a safe learn- 56, 2005) and the Core Curriculum for Pre- ing environment. According to this section, primary Education, which define the content the education provider shall draw up a plan, in and quality of early childhood education and connection with the curriculum design, for safe- govern the drafting of curricula for early child- guarding pupils against violence, bullying and hood education on the municipal level. harassment, execute the plan and supervise The National Curriculum Guidelines on adherence to it and its implementation. Early Childhood Education and Care define a Furthermore, the Act on Child Day Care rights-based value basis for early childhood stipulates that day care should offer children education. They include a specific reference to continuous, safe and warm human relations, the treaties defining the rights of the child, in diversified activities that support the child’s particular to the Convention on the Rights of development and a favourable growth environ- the Child (CRC) and to its four basic principles ment taking into account the child’s specific (non-discrimination, the child’s best interest, the circumstances and needs. child’s right to life and full development and The process for amending the legislation respect for the views of the child). on early childhood education has continued The document also refers to the fundamen- for nearly ten years and will be finished soon. tal rights provisions and to other legal provi-

43 sions and principles arising from them. These is that the development during the first three principles are defined to include the rights years is significant and provides the basis for of the child to safe personal relationships, the development of the children’s self-esteem secured growth, development and learning, and their conception of how to act in the social secure, healthy environments that allow play world. and a wide range of activities, and to receive Rusanen examines (and interprets) the understanding and have their say in accord- Convention on the Rights of the Child (CRC) ance with their age and maturity and to receive in particular in respect of the “interests of the the special support they need, as well as to the child” (Article 3) in the environment of early right to their own culture, language, religion childhood education against scientific knowl- and beliefs. edge in the field of educational science and de- One key target of the National Curriculum velopmental psychology. Her basic assumption Guidelines on Early Childhood Education and is that human rights education in this context Care was to develop research on early child- equals with an environment which promotes hood education and training for personnel respect for human rights. as well as to create methods for evaluating Rusanen summarises the human rights its quality. As regards the personnel and their education in early childhood education with training, the guidelines do not include any principles functioning on three different levels. rights-based references or references to human Firstly, she argues that the structures of care rights education, either in respect of children or and teaching should support a human rights- their parents. based development of the child. This means It can be concluded that the current legisla- that the structural factors of day care should be tion on early childhood education does not appropriate to allow pedagogy to work. include specific references to human rights Secondly, early childhood educators should education, with the exception of the additions be able to apply the human rights of the child made to the general objectives of pre-primary in their work. A functioning infrastructure is education in 2012. On the other hand, the not sufficient alone, but the supporting of the rights of the child and in particular the Con- child’s mental development also requires a vention on the Rights of the Child are clearly pedagogic base consisting of responsivity, present especially in the core curricula and the i.e. responding to the child’s initiatives, and National Curriculum Guidelines on Early Child- sensitivity, flexibility, availability and ease of hood Education and Care. approach. To ensure its continuous and systematic ap- According to Rusanen, these educational plication, human rights education and training principles are also supported by the provisions should be defined as an objective in the new of the CRC relating to the respect for the views act on early childhood education that is being of the child (Article 12), the best interests of prepared. the child (Articles 3 and 18(1)) and inclusion (Article 14). Rusanen argues that friendly, fair and equal An educational science and developmental instruction of children reinforces their concep- psychology perspective tion of their own rights and obligations and of In her article Erja Rusanen examines what hu- those of others that they have formed on the man rights education could mean in the context basis of early attachment relations. In other of early childhood education when considered words, human rights principles can be commu- from the educational science and developmen- nicated to preschoolers in various ways taking tal psychology perspective. The central view their age and maturity into account.

44 Thirdly, Rusanen emphasises that early the child into account, and on the rights of childhood educators should promote and com- the child in the environment of early child- municate information on the rights of the child. hood education, including both the work This includes providing information both on community and the child’s parents. the pedagogic principles of taking the interests and views of the child into account and on the 3. Early childhood educators should rights of the child in the environment of early implement the human rights of the child childhood education which comprises both the in their work. work community and the children’s parents. Early childhood educators should act in ac- Furthermore, information and practical train- cordance with the key principles of the Con- ing concerning human rights-based pedagogy vention on the Rights of the Child, taking should be incorporated into the basic training the views, best interests and participation of of early childhood educators. the child into account and respecting them.

4. The human rights of the child should PROPOSALS FOR ACTION be considered in the development of 1. Human rights should be included in the structures for early childhood education training of early childhood educators The primacy of the interests of the child and Basic information on all the elements of the rights of the child should be considered the definition of human rights education in the development of day care structures. (values, norms, mechanisms, enabling environment) should be added to the training 5. The implementation of human rights of early childhood educators alongside the education and training should be taken human rights of the child. Furthermore, their into account in the reform process of basic training should include information early childhood education and pre- and practical training on human rights- primary education based education methods. A reform of the early childhood education legislation is currently being prepared. The 2. Early childhood educators should core curricula of pre-primary education are promote and communicate information also being revised. It is crucially important on the rights of the child to take human rights education and training Early childhood educators should promote into account in these reforms, also concern- and communicate information on the rights ing legislation. of the child. This includes providing infor- Information on human rights-based mation on the pedagogic principles that pedagogy should be incorporated into the take the best interests and participation of training of early childhood educators.

45 JOHANNA LAMPINEN

Basic education

In principle, human rights have been taken into riculum for history teaching in the 7th to 9th account rather well in the documents governing classes (Regulation 41/011/2010 of the Finnish basic education. Human rights are included in National Board of Education). the objectives of teaching and education both However, the inclusion of human rights has in the Basic Education Act and in the core cur- not been sufficient for ensuring the implemen- riculum of basic education of 2004. However, tation of human rights education and training their inclusion has not ensured the implemen- at schools. It seems that education providers, tation of human rights education and training principals and teachers do not regard the value at schools. It seems that education providers, basis of the curriculum as binding enough. principals and teachers do not regard the value Neither are they fully aware of the obligatory basis of the curriculum as binding enough. nature of international human rights conven- This article reviews the implementation tions, such as the Convention on the Rights of of the different components of human rights the Child. education in basic education in the light of The low level of knowledge of human rights the existing studies and surveys. The material as well as of the content and obligatory nature consisted of a questionnaire sent to teacher of human rights conventions among teacher training institutions (in 2013), statements by trainers, principals and teachers constitutes non-governmental organisations and the a problem in the entire field of basic educa- author’s experience from working as a class tion. Teacher training does not usually include teacher, special class teacher and in continuing teaching on human rights, which means that training of teachers. the acquisition and distribution of human rights In principle, human rights have been con- information largely depends on how interested sidered rather adequately in the documents and active individual teachers are in this field. governing basic education. Human rights are International human rights bodies have also included in the objectives of teaching and edu- expressed their concern about this issue (UPR cation both in legislation (Government decree 2012, Committee on the Rights of the Child 422/2012) and in the core curriculum of basic 2011). education of 2004 (Regulation 1/011/2004 of Furthermore, schools often make only one the Finnish National Board of Education). They teacher responsible for human rights education have also been incorporated into the value and integrate the topic into only one subject. basis of the core curriculum. In 2010, human Consequently, the school environment does not rights were added as new content to the cur- provide adequate conditions for a comprehen-

46 sive implementation of human rights education the Rights of the Child and expressed in and for the respect of the pupils’ rights. national policy programmes. As regards the teaching environment and The task of teaching and the task of edu- culture, the study concentrates on the factors cation should both receive equal attention in that were noted to hinder the creation of an accordance with the objectives laid down in environment where human rights are respected the Basic Education Act. in basic education. Such obstacles at Finnish comprehensive schools include, in particular, 3. Human rights education and training the insufficient implementation of inclusion and should be acknowledged in the reform of the extent of bullying, low inclusion of pupils, the core curriculum for basic education low comfort at school among children and The new curriculum will be completed dur- young people and disruptive behaviour. ing 2014 and introduced in 2016. It should The study concludes that the right to human be ensured that the objectives of human rights education is not currently implemented rights education and training are taken in basic education as provided for in the inter- into account in the new curriculum through national conventions and recommendations. In- mainstreaming them in all subjects. It stead of authorities and schools, the implemen- should also be made sure that human rights tation still largely relies on non-governmental are included in the subjects with the primary organisations. responsibility for human rights education, However, it seems that there are no substan- such as history, philosophical and religious tial obstacles to the implementation of the ob- studies, mother tongue and literature, and jectives of human rights education on the level geology. of principle, ideology and education policy. The main challenges would seem to exist in the 4. Equal treatment and broad inclusion practical implementation of teaching. should be emphasised in pupil participation Every pupil should have the possibility of PROPOSALS FOR ACTION participation in all activities in accordance 1. The obligation to implement human with the principles of human rights conven- rights education in basic education tions. Consequently, the traditional model should be made clear based on student boards is not sufficient Human rights training should be added alone since too often only a small and lim- to the continuing education of education ited group of active pupils participate in the authorities and principals. The practical activities. Special attention should be paid implementation of human rights education to the teaching of pupils requiring special and training requires that the actors respon- support and to the promotion of their inclu- sible for providing training have human sion. rights knowledge and skills. 5. The fulfilment of the rights of the 2. Human rights education and training child should always come first in the should be added to teacher training challenging situations in basic education Basic information on the content of human The measures to be used for preventing rights conventions should be integrated into disruptive behaviour in basic education the basic training and continuing training should always respect the rights of the child. of teachers in accordance with the recom- These means should be primarily searched mendations given by the Committee on for among pedagogic solutions. The respect

47 for teaching work should be improved and changes in the organisation structures as cooperation should be developed between well as in the attitudes of various actors, in- parents, guardians and teachers. cluding authorities, teaching personnel and Changing basic education with the parents. Furthermore, certain established effect that it supports the objectives of hu- methods of operation should be abolished. man rights education and training requires

48 MIA MATILAINEN

General upper secondary education

The respect for life and human rights func- riculum, which is used as a basis for drawing up tions as the value basis of general upper local-level curricula and annual plans. secondary education. However, the concept The respect for life and human rights of human rights education is not mentioned in functions as the value basis of general upper the valid core curriculum for upper secondary secondary education. However, the concept schools. The implementation of human rights of human rights education is not mentioned education is also clearly inadequate. Upper in the valid core curriculum for upper second- secondary school students regard human rights ary schools (Regulation of the Finnish National as an alien and difficult topic on the one hand, Board of Education 33/011/2003). and as an obvious issue, on the other. Students In 2010, the Finnish National Board of Edu- deem that human rights problems “exist some- cation supplemented the core curriculum with where else”. content on human rights conventions and their This article examines human rights educa- history as well as on human rights violations, tion and training in general upper secondary such as the Holocaust (Regulation of the Finn- education intended for young people. It is ish National Board of Education 41/011/2010 mainly based on Mia Matilainen’s doctoral dis- and 42/011/2010). Human rights education is sertation Human Rights Education in a Finnish also one of the themes that have been main- Upper Secondary School: Alien Yet Obvious streamed in general upper secondary educa- which was published in 2011. The study exam- tion. ined how teachers and students understood According to Matilainen’s dissertation, the the concepts of human rights and human rights practical implementation of human rights edu- education in an upper secondary school. The cation in upper secondary schools was clearly study further analysed teacher and student inadequate during the period under review and discourses about foreigners and immigrants. the objectives set for human rights education in The activities of general upper secondary the relevant UN documents were not fulfilled. schools are governed by the General Upper There were deficiencies in the knowledge Secondary Schools Act (629/1998) and the of human rights, and students were not well General Upper Secondary Schools Decree acquainted with the different human rights (955/2002). The Government decides on the instruments or the organisations dealing with general national objectives of general upper human rights. On the one hand, human rights secondary education and the Finnish National were regarded as an alien and difficult topic, Board of Education establishes the core cur- and on the other as an obvious issue. Human

49 rights problems were often considered to exist man rights education. The obligation to provide “somewhere else” and not in the particular human rights education should also be taken upper secondary school under review or in into account in teacher training. Finland in general. The use of human rights- specific material in teaching was limited or it PROPOSALS FOR ACTION was not used at all. Nevertheless, the respondents deemed that 1. Human rights education should be human rights were implemented relatively well secured in upper secondary schools. at that particular upper secondary school. For Enough resources should be allocated to example, they stated that gender equality was subjects which are particularly important implemented well among students and teach- in this respect. ers alike. The teachers said that they sought to Studies in general upper secondary edu- respect human rights in their education work. cation should include a sufficient amount Both the students and the teachers associat- of human rights education and training. ed human rights education with the teaching of The different fields of human rights educa- religion, history, social sciences, in particular, or tion should be taken into account in the with one or two of these three subjects. Human objectives and content of general upper dignity was especially dealt with in the teaching secondary education. Philosophical and of religion, while matters concerning the history religious subjects as well as history and of human rights were dealt with in the teaching social sciences have particularly significant of history. The teachers stated that they seek to roles. The compulsory courses in general apply human rights principles in their teaching upper secondary education should include and respect everyone’s human dignity. enough education on ethics, human dignity, The skills for dealing with and respecting beliefs and cultural diversity and informa- different students were inadequate, and the tion on human rights and their history to study also revealed prejudices and even racism. allow for implementing the objectives of In a multicultural society it is essential to human rights education in practice. receive information on the beliefs of others and have skills for encountering people with differ- 2. The achievement of the objectives ent beliefs and for respecting others in inter- of human rights education should action. This does not only apply to the school be evaluated from several different environment but also to the whole Finland perspectives as well as to the rest of the world. In the 21st The achievement of the objectives of human century, several documents have emphasised rights education should also be assessed in this both on the international and the European course evaluations and in the matriculation level (e.g. in the framework of the Council of examination. The content and extent of hu- Europe and the Organization for Security and man rights education and the achievement Co-operation in Europe). of its objectives should also be evaluated The core curriculum for general upper sec- from several different aspects in research. ondary education and the distribution of lesson hours are being revised. It is important that the 3. The learning materials should be revised reform acknowledges the objectives set for and developed human rights education and training and puts The learning materials used in different sub- them into practice. The courses compulsory for jects should be revised and evaluated from every student should include enough courses in the perspective of human rights education. subjects which are significant in respect of hu- The drafters of learning materials should

50 be given advice for taking the human rights support for implementing human rights perspective into account. The quality of ma- education. The forms of cooperation should terials intended for human rights education be developed further and evaluated. should be improved, and they should be adapted to the needs of schools. The view- 5. Teachers should be guaranteed sufficient points and expertise of teachers and stu- resources for offering diverse human dents alike are needed in the development rights education of the materials. It should be ensured that the materials reach both the teachers and Teacher training should include enough the students and that the teachers receive training for all teachers on ethical educa- enough support for using the materials. tion and diversity of beliefs and culture. In a multicultural society, knowledge and skills 4. Cooperation should be developed for encountering diversity and different be- between schools and non-governmental liefs form an important part of the teacher’s organisations professional competence. Each teacher and school director should also have sufficient Cooperation should be developed between basic knowledge of the human rights instru- schools and non-governmental organisa- ments that bind them in their work as well tions, considering the needs and contexts of as of their content. schools. Teachers should be offered enough

51 JARKKO KORPELA

Vocational education and training

The formal basis for human rights education four initial and preparatory training modules: and training in vocational education and train- preparatory instruction and guidance for ing is weak. In practice teaching is nevertheless vocational education and training, preparatory given on human rights-related themes. Howev- education for immigrants for vocational trainer, since there is no proper connection with hu- ing, rehabilitative instruction and guidance for man rights, the content and obligatory nature the disabled, and home economics instruction. of the rights are not conveyed in teaching and There are in total 52 vocational upper integrated into the students’ everyday life. secondary qualifications, which are divided Under the Vocational Education and Train- between the following eight fields of educa- ing Act (630/1998), the primary purpose of tion: humanities and education (3), culture (6), vocational education and training is to increase social sciences, business and administration (1), the population’s professional skills, improve natural sciences (1), technology, communica- working life and provide it with skilled profes- tion and transport (26), natural resources and sionals and to promote employment. the environment (6), social services, health and A further objective of education is to support sports (6), and tourism, catering and domestic the development of students into good and bal- services (3). anced human beings and members of society. Vocational education and training should also Human rights in vocational education and provide students with necessary information training and skills for continuing vocational training, lei- sure activities and the development of personal- The study on vocational education and train- ity as well as support life-long learning. ing is based on the core curricula of initial Vocational education and training is divided and preparatory training modules and on the into initial and preparatory training, vocational qualification requirements of five vocational up- upper secondary qualifications and vocational per secondary qualifications, one competence- further education and training for adults, which based qualification and two special vocational consists of further and special vocational qualifications, as well as on interviews with qualifications. All vocational upper secondary individual teachers. qualifications and further and special vocational Human rights education and training is not qualifications can also be completed as compe- included as a specific objective or content in tence-based qualifications at work. the curricula and qualification requirements of Vocational education and training includes vocational education and training. However,

52 they do include individual references to human PROPOSALS FOR ACTION rights as well as objectives and content consistent with those of human rights education, 1. The objectives and content of human although these are emphasised differently in rights education and training should be accordance with the skill requirements of differ- incorporated into the core curricula and ent professional qualifications. This particularly qualification requirements applies to the key skills in ethics and life-long The core curricula and qualification require- learning, which are optional modules in the ments of vocational education and training qualifications. include contents consistent with the objec- However, these are not clearly linked to tives of human rights education. However, human rights, meaning that the normative and these are not sufficient. The objectives and binding nature of human rights is not acknowl- content of human rights education and edged. For example, the expression “respect training laid down in its international defini- for others” is often used instead of “equal treat- tion should be incorporated into the core ment” in connection with the requirements for curricula and qualification requirements. equal treatment. Thus its objectives and content remain unclear. 2. Human rights should be incorporated into The value bases of the core curricula and the value basis of education programmes requirements of vocational qualifications also so that they bind education providers differ significantly in respect of human rights The value bases of the core curricula and between various fields and education pro- qualification requirements of vocational grammes. Furthermore, they are included in the education and training are specific to each appendices of the core curricula and qualifica- field and education programme. They are tion requirements, meaning that they do not included in the appendices of the core bind education providers. Some core curricula curricula and qualification requirements, and qualification requirements also lack them meaning that they do not bind education altogether. providers. Human rights should be incor- In conclusion, the formal basis for human porated into the value bases, which should rights education and training is weak in voca- be added to the obligatory part of the core tional education and training. However, the curricula and qualification requirements. responses received from individual teachers Furthermore, it is necessary to define one would seem to indicate that human rights- common value basis inclusive of human related contents are implemented in practi- rights for vocational education and training cal teaching. Since there is usually no proper programmes. connection with human rights, the content and obligatory nature of human rights are not 3. Human rights should be taken into conveyed in teaching and integrated into the account in the competence assessment students’ everyday life. criteria If human rights education were integrated The objectives and content of human rights into the compulsory study modules of voca- education and training should be added tional education and training, both education to the assessment criteria for professional providers and teachers would be obliged to competence. take human rights systematically into account in vocational education and training.

53 TIINA-MARIA LEVAMO

Polytechnics

In general, the curricula of polytechnics do not erned by a separate act (356/2003). During the include human rights education. Polytechnics past few years, the legislation concerning the provide little basic education on human rights funding and administration of polytechnics has themes to every student, and their human been reworked. A new act entered into force on rights education relies on active individual 1 January 2104. teachers and non-governmental organisations. Human rights education is still mainly regarded Results of the study as belonging to the expertise in certain fields of education, such as health care and social The study on the implementation of human services. rights education and training in polytechnics Finland currently has 25 polytechnics in 60 was based on various documents, interviews different locations. The Finnish polytechnics and on replies to an electronic questionnaire are multi-disciplinary and regional institutions sent to all polytechnics. Thirteen polytechnics offering education for polytechnic degrees answered the questionnaire. The respond- and polytechnic master’s degrees, professional ents were mainly directors responsible for the specialisation and other adult education, open planning of administration and pedagogic polytechnic education and vocational teacher content and teachers who have actively sought training. to promote human rights and human rights Teaching is provided in the following eights education. fields of education: humanities and education; Based on the study it can be concluded that culture; social sciences, business and adminis- human rights education is not usually included tration; natural sciences; technology, communi- in the curricula of polytechnics. Polytechnics cation and transport; natural resources and the provide little basic education on human rights environment; social services; health and sports; themes to every student, and they do not use and tourism, catering and domestic services. common learning materials. Neither is human The Ministry of Education and Culture rights education offered systematically as e- confirms the degree programmes for the education. Human rights education is mainly polytechnics, which decide independently on regarded as belonging to the expertise in the content of education and curricula. The certain fields of education, such as health care operations of polytechnics are governed by and social services. the Polytechnics Act (351/2003) and related The human rights education at the poly- decrees. Vocational teacher training is gov- technics relies on active individual teachers and

54 cooperation with non-governmental organisa- 2. It is necessary to develop consistent tions. This may also explain why several re- learning materials and diverse teaching spondents said that the continuing training for methods teachers is currently sufficient. The curricula should be supplemented with The polytechnics have succeeded in stra- study units dealing with the actual connec- tegically promoting the objectives of equal tions between the international human rights treatment and accessibility, in particular, conventions, national legislation and policy through their regional and national coopera- programmes, work life and the polytechnics’ tion. However, the follow-up and evaluation education strategy and culture. The interna- of the implementation of these objectives is tional human rights conventions should be still deficient. The polytechnics have, even seen as pedagogic tools. Teaching should though to a varying degree, established ethi- include human rights-related exercises and cal practices for promoting fundamental and teaching methods which activate students to human rights as well as polytechnic-specific participate. Human rights education materi- instructions. als produced by inter-governmental organi- Human rights education is most diverse and sations (such as the UN and the Council of comprehensive in the field of social services Europe) as well as various teaching tools and health care, while its implementation var- developed by international and national ies in the field of humanities, education and organisations should be employed. The exist- culture. Several polytechnics apply the principle ing learning materials should be evaluated of mainstreaming in human rights education. It from the perspective of human rights. was also deemed that the principles of human rights education are implemented in projects 3. Students should be regarded as a promoting internationality, global responsibil- resource in human rights education ity and education of immigrants, in particular, The students at polytechnics are the great- as well as in the context of teacher and student est resource for the implementation of exchange. human rights education and fundamental human rights at each individual educational institution. Their experiences should be PROPOSALS FOR ACTION considered in education and their partici- 1. Human rights education should be pation enhanced. Educational institutions integrated into the curricula in a should motivate students to understand consistent manner that human rights are part of their everyday Human rights education implemented by life and studying. This way the protection of applying the mainstreaming principle is human rights will become an integral part of intermittent and teacher-specific. For this professional training and identity. Students reason, human rights education should be should also be encouraged to draft their systematically integrated into the curricula. final projects on human rights or on topics As regards preparatory study units and which develop human rights education. modules, human rights education should be included in the basic studies compulsory for 4. Projects promoting human rights should every student. These measures guarantee be collected into one open information that human rights education offered at the bank polytechnics is comprehensive in terms of The establishment of an information bank its content as well as consistent both on the will contribute to the consistent develop- regional and national level. ment of both basic and continuing educa-

55 tion. Good practices identified in work find out how the educational institutions life-oriented projects should be collected will utilise human rights studies completed into the bank, and the information should at European polytechnics in their teach- be available in the three official languages ing. The existing e-education programmes of Finland as well as in the languages of the should be evaluated and developed in largest minorities living in Finland. It is also cooperation with national and foreign important to inform international partners of polytechnics. the good practices and models in English. 7. A multi-disciplinary cooperation network 5. The promotion and evaluation of human should be established for developing rights should be inclusive and regular human rights education Polytechnics that already have a strategy A permanent cooperation network meeting or programme for equal treatment should at regular intervals should be established to cooperate and create commensurate tools integrate human rights education into the for evaluating implementation. It is particu- curricula of the polytechnics in a systematic larly important to follow direct and indirect and consistent manner. The network should discrimination and harassment as well as to consist of directors, personnel and students think of measures and solutions for positive from the polytechnics and representatives discrimination and accessibility. The annual of different ministries, organisations, poly- reports of polytechnics should include an technic development groups and profes- evaluation on the implementation of human sions. The Ministry of Education and Culture rights education and its principles. should provide support for the establishment of the network. The Human Rights 6. It is important to invest in international Centre and key non-governmental organisa- cooperation and e-education tions could be represented in the network’s International student and teacher exchange steering group. should be continued. It is also important to

56 REETTA TOIVANEN*

Universities

Human rights training provided by universi- Rights Policy in Finland: “Human rights-oriented ties is of great importance to the entire society. thinking and human rights principles can only All teachers, senior officials and most other take root in society at large through human persons in leading positions receive their edu- rights education and the dissemination of infor- cation at universities. They are key actors in re- mation. The right to human rights education is spect of the practical implementation of human an internationally recognised human right.” rights. At the moment, the situation of human It is a state obligation to fulfil and imple- rights education and training is inadequate at ment human rights. In other words, the state the Finnish universities, and the universities should ensure that every person residing in its themselves do no perceive human rights train- area is aware of his rights and able to act for the ing as their responsibility. fulfilment of his rights and the rights of others. In 2010, Finland participated for the second The human rights education offered at uni- time in the Universal Periodic Review (UPR) of versities has a particular significance because the UN Human Rights Council. In this context, all teachers, senior officials and most actors international actors once again expressed their with a leading position in society, such as ex- concern over the state of human rights educa- perts in law, economics, technology, social and tion in Finland. cultural fields, and politics, receive their educa- Slovenia recommended that Finland should tion at universities. make human rights education a compulsory For example, the degree of the Master of part of teacher training. Finland was not ready Laws is a general degree in the field of law and to accept this, but stated in its response that it students who have completed it are recruited to has no mandate to interfere with the content of various posts in the judiciary, administration and teaching offered by independent universities. business, in particular. The degree of the Master However, every human being has the right of Laws is a qualification requirement for several to human rights education. This is also recog- posts in judicial administration as well as for nised in the Government Report on Human some posts in general administration.

* The actual article has been co-authored by Reetta Toivanen and Merja Pentikäinen. Toivanen had the main responsibility for writing the article, designing its content and structure and editing it, as well as for most of the research work carried out for it. Pentikäinen compiled information on the official regulations and policy guidelines concerning universities and on human rights teaching at the Faculties of Education and Law at the Universities of Turku and Lapland.

57 Officials and politicians are key actors in adopts a Development Plan for Education and ensuring the fulfilment of human rights. If they Research (KESU) every four years. The docu- do not have sufficient human rights knowledge ment defines the education and research policy and skills, human rights cannot be imple- guidelines to be followed during the next four- mented as required by the international human year period. rights obligations that bind Finland. Alongside the Government Programme, the The development and strengthening of Development Plan for Education and Research, human rights education in the sector of higher and legislation, the activities of the universities education is also a key objective in the UN are governed by agreements between the MEC World Programme for Human Rights Education and the universities. The Ministry also makes for 2010-2014. The present article examines budget appropriations in accordance with how human rights education and training is the development plan and participates in the implemented at the faculties of law and educa- follow-up and evaluation of the set objectives. tion in the Finnish universities. According to the Universities Act, the teacher must comply with the statutes and regulations issued concerning teaching arrangements (Sec- Administration and steering of universities tion 6). At the moment, there are 14 universities in Finland, two of which are foundations (Aalto Human rights education in universities University and Tampere University of Technolo- gy). The other twelve universities are independ- Provision of human rights education is inad- ent public corporations, i.e. the University of equate at the Finnish universities, and the Helsinki, the University of Eastern Finland, the government has not shown political will to im- University of Oulu, the University of Tampere, prove the situation. Neither do the universities the University of Turku, the University of Vaasa, themselves perceive human rights education as Lappeenranta University of Technology, Hanken their responsibility. School of Economy, Åbo Akademi University, At the faculties of law, the main focus in and the University of Arts, which was estab- the teaching of most subjects is generally and lished in 2013. Furthermore, higher education principally on national legislation. This is also degrees in the military field are completed completely justified since the Finnish universi- at the National Defence College functioning ties primarily educate experts who need to under the defence administration. understand the structure and content of the The funding of universities consists of gov- Finnish legal system. ernment funding and supplementary funding. However, the Finnish national legislation has In the organisation structure of the central gov- been largely influenced by international norms, ernment, the universities fall within the scope of and the international human rights norms ac- the Ministry of Education and Culture (MEC). cepted by Finland, for example, have modified The Constitution of Finland and the Univer- our legal system in a significant manner. At the sities Act (645/1997) secure autonomy (Sec- moment, the amount of emphasis given to the tion 3) of the universities with the objective of dynamic interaction between the international ensuring freedom of science, art and education. norms and the national norms in the different The autonomy includes the right of the univer- subjects at the faculties of law depends on the sities to decide on matters belonging to their interest of individual teachers. internal administration. The persons in charge of the subjects, i.e. However, the universities are not completely professors, are responsible for planning the free from state steering. The Government content of curricula for their subjects as well as

58 for their implementation. The Faculty Board ap- towards the questions related to international proves the curricula for each academic year. In human rights norms and their application. practice, the persons in charge of the subjects Students are particularly interested in the deci- may freely decide which content is given em- sions of international tribunals and especially in phasis in each subject without any interference those of the European Court of Human Rights. from the faculty. As a result of the increasing demand, more and Since human rights belong to the norms more teaching is now offered, even though of international law, it is virtually impossible to mostly as optional modules. completely ignore them in the general studies Human rights knowledge and human rights of international law. Furthermore, since interna- education are virtually non-existent at the tional human rights norms are closely related faculties of education, although they offer some to national fundamental rights and the EU’s teaching on the rights of the child. It is possible fundamental rights, it is necessary to deal with that several lecturers also mention the rights of the international human rights norms in some the child when dealing with the perspective of way at least in the teaching of constitutional law children and related issues. and EU law. However, none of the strategies of the The international human rights obligations faculties and departments of education and accepted by Finland have also influenced the behavioural sciences reviewed for this study national norms in the fields of labour, criminal, proactively seeks to promote human rights family and procedural law, in particular. knowledge and skills. The same applies to all It can be said that among the faculties and human rights education and training: if such is departments of law, only Åbo Akademi Univer- available at the Finnish universities, it is implicit sity offers systematic teaching in human rights. and available only because of the personnel’s In fact, the Institute for Human Rights was own interest and contribution. established in connection with its faculty of law In conclusion, if human rights are not as early as in 1985. The Erik Castrén Institute emphasised in the curricula and strategies of functioning under the University of Helsinki also either the university, faculty or subject, their has a significant role in human rights education. teaching is on a very weak basis and the con- The faculty of law, however, can offer human tent and quality of teaching depends on the rights education only to some students. professor in charge of the subject or on indi- It is also necessary to mention the Northern vidual teachers. Institute of Environmental and Minority Law, At the same time, there are examples that whose research on the rights of the minori- even a single professor can take the human ties and indigenous people is also reflected in rights knowledge and skills of the whole faculty teaching. Otherwise human rights teaching is to a completely new level. Such a professor is, compulsory mainly in the subject of internation- for example, Emerita Professor Rauni Räsänen al law, while other subjects usually offer it as an from the Faculty of Education at the University optional course. of Oulu. She has cultivated a new generation of During the past decade students at the fac- researchers and teachers in global education ulties of law have shown an increasing interest who now also pay attention to human rights.

59 PROPOSALS FOR ACTION 1. The implementation of human rights other suitable courses. Planning should be education should be incorporated into carried out in cooperation with the faculties the legislation and the performance of law. agreements between the Ministry of Education and Culture and the 3. Cooperation should be developed universities. between the universities and the non- The implementation of human rights educa- governmental organisations involved in tion should be incorporated into the legisla- human rights work tion and the performance agreements be- Cooperation should be developed between the Ministry of Education and Culture tween the universities and the human rights and the universities. Human rights should organisations by providing people involved not only be included in the value basis of in human rights work with the opportunity teaching, but they should also be made a of receiving more human rights knowledge clear learning objective. at open universities or on Studium Generale courses. At the same time, representatives 2. Human rights training should be of non-governmental organisations should incorporated into the faculties’ strategies be invited to the universities to tell about and curricula their human rights work. Human rights training should be incorporated into the strategies and curricula of the 4. Research on human rights education and faculties of law and education. A compul- training should be promoted sory introductory course on human rights In addition to strengthening human rights should be offered to all new students on the teaching, it is necessary to promote research faculty level. focusing on and contributing to human A compulsory introductory course on rights education and training. human rights should also be designed for If human rights are not emphasised in the students of education and behavioural the curriculum, their teaching is on a very sciences. Furthermore, human rights issues weak basis and depends on the contribu- should be emphasised in the content of tion of individual teachers.

60 ELINA HAKALA

State educational institutions and colleges

State educational institutions and colleges training, training designers and teachers deal- educate professionals for posts where it is pos- ing with human rights issues at the educational sible to restrict the fundamental and human institutions and colleges and by examining rights of citizens in certain situations. For this their curricula. reason, human rights education and training The objective was to find out, in respect of has a particularly significant role in these insti- each educational institution and college, what tutions. However, there are still no consistent in- kind of topics, learning materials and learning structions for taking human rights into account methods were used in the teaching related to in the educational objectives of these fields. fundamental and human rights and how human The state educational institutions and col- rights education was taken into account in prac- leges include the Police College of Finland, tical training and internships. the Emergency Services College, the Training Further attention was paid to the fulfilment Centre for Correctional Services, the Customs of equality and equal treatment among stu- Academy, the National Defence College, the dents and employees and to the measures for Army Academy, and the Boarder and Coast promoting them. In addition to these aspects, Guard Academy. They all offer education for an objective was to receive information on how posts in the government sector. human rights education could be developed at After completing their studies, students may the organisations under review. serve as police officers, firemen, detention offic- The responsibility for state educational insti- ers, customs officers, border guards and in the tutions and colleges has been divided between military, for example. Upon certain conditions, different ministries, and thus the legislation these authorities may limit fundamental and concerning them is scattered. Most of the or- human rights, such as the citizens’ freedom of ganisations are governed by separate acts and movement and protection of property as well decrees which do not generally include provi- as the right to personal liberty and integrity. sions on the content of education. For this reason, it is particularly important to The ministries mainly exercise administra- integrate human rights education and training tive and performance guidance over the state into the teaching at state educational institu- educational institutions and colleges. Their tions and colleges. educational activities and related resources are The study on state educational institutions governed more closely by executive or central was limited to basic-level degrees and courses. government authorities functioning under the It was carried out by interviewing the heads of ministries.

61 Consequently, there are no consistent in- masculine stereotypes associated with certain structions for taking human rights teaching, for fields may prevent women from even applying example, into account in the educational objec- for education in those fields. tives. In individual cases, executive or central At the moment, teachers at state education- government authorities functioning under the al institutions and colleges do not receive sys- ministries may, however, monitor the quality of tematic human rights training, but their training human rights education offered by the estab- is largely based on self-motivation. Together lishments. For example, they have occasion- with inconsistent legislation, varying guidance ally participated in the drafting of curricula to mechanisms and curricula with inadequate strengthen their human rights content. human rights content, this may result in a situ- Based on the study, human rights education ation where students at the same educational at the state educational institutions and col- institution do not receive uniform information leges is mainly included in the study modules on human rights. which concern the competence of the authorities and are related to legal, administrative PROPOSALS FOR ACTION or ethical topics. Nevertheless, it is difficult to estimate how much training the students 1. The curricula and teaching contents actually receive on human rights, since human should be strengthened and specified in rights education is not always mentioned in the respect of human rights curricula. The curricula need to be specified in Furthermore, the amount of attention given respect of what kind of teaching on hu- to human rights in teaching may consider- man rights will be offered to students and ably depend on the teacher. The interviews what materials will be used. The curricula also revealed that in basic-level degrees, in should state that in addition to the national particular, human rights are usually only dealt legislation related to the activities of the with on a general level or they are touched on authorities, students receive information in connection with other topics. In addition, on international human rights conventions national fundamental rights and administra- and mechanisms. The importance of human tive procedures receive more attention than rights as an independent entity and their international human rights and human rights obligatory nature should be emphasised mechanisms. more in teaching, in particular when deal- State educational institutions and colleges ing with the legislation governing the activi- deem that they have promoted dialogue and ties of the authorities. equality in the learning environment through collecting feedback from students and conduct- 2. Human rights education should also be ing satisfaction surveys both among students integrated into practical training courses and teachers. Regularly updated equality and Human rights education should not be equal treatment plans as well as various devel- limited to the teaching of theory. The opment groups were also associated with the realisation and respect of fundamental and creation and strengthening of a culture which human rights should also be evaluated respects human rights. on a more concrete level during practical On the other hand, the study shows that the training and internships, for example. This homogeneity of student groups and also that of can be done by integrating the principles of work communities in some organisations poses human rights education into the assessment challenges to a non-discriminatory learning criteria. and working environment. For example, strong

62 3. Good learning practices should be training should focus on international promoted human rights conventions and monitor- External lecturers and visitors make human ing mechanisms, the relationship between rights teaching more diverse. For example, fundamental and human rights, and on the concrete encounters with people with an themes relevant to each profession. immigrant background increase the students’ understanding of different cultures. 5. The transparency and equality of the Practical examples related to human rights work and education culture should be and other applied learning methods also increased further help students to understand better what To increase the equality and plurality of the they have learned. Teaching should concen- learning environment, state educational trate on themes which increase the knowl- institutions and colleges should consider edge of different cultures and facilitate the more thoroughly how to attract as students recognition of racism and discrimination. more women and immigrants with good language skills, for example. They need to 4. Human rights training offered to teachers ponder how stereotypical images of certain should be increased and strengthened professions influence potential applicants. Teachers should be given regular human On the other hand, it is necessary to ensure rights training to ensure that students have that teachers and educators pay attention equal opportunities of receiving funda- to the different needs and conditions of mental and human rights teaching. Teacher students in their teaching.

63 KRISTIINA VAINIO

Continuing education for public servants

State and municipal public servants* have a The information on municipal administra- key role in the realisation of fundamental and tion was mainly collected from the authorities’ human rights. Since public servants exercise web pages. Individual municipalities could not public authority, their obligation to implement be examined within the scope of this review human rights can be directly derived from the other than by way of example. Furthermore, human rights conventions. This obligation is no coordinated information is available. The also laid down in Section 22 of the Constitution, review primarily concerns continuing education according to which the public authorities shall in the field of social services and health care. guarantee the observance of fundamental and The other education sectors have already been human rights. At the moment, however, provi- discussed comprehensively in the other articles sion of human rights education and training of this publication. to state and municipal public servants is not adequate in Finland. Obligation to human rights education The article examines how fundamental and human rights are taken into account in the International human rights instruments include continuing education of public servants. Before several references to the fact that public serv- this, it will shortly discuss the human rights ants need human rights training in order to obligations and recommendations that arise carry out their human rights-related duties as from international human rights conventions well as to the state obligation to provide such and national legislation and review the human training. rights knowledge and skills of the authorities. The previous articles in this publication have In respect of the central government, the already referred to Article 7 of the UN Declara- review is based on written questionnaires sent tion on Human Rights Education and Training, to the development units of different ministries, under which states should ensure adequate covering thus primarily the general training training in human rights of state officials, civil organised and coordinated by these, and on servants, judges, law enforcement officials information available on the official web pages and military personnel, as well as promote of the ministries and regional government. adequate training in human rights for teach-

* This article uses the term “public servant” to refer both to state and municipal personnel in a public-service employment relationship.

64 ers, trainers and other educators and private municipal public servants is not adequate in personnel acting on behalf of the state. Finland when examined from the perspective The UN Declaration on Human Rights of international obligations and recommenda- Defenders (A/RES/53/144), on the other hand, tions. states that the state has the responsibility to However, the overall situation among state promote and facilitate the teaching of human public servants is considerably better than rights and fundamental freedoms at all levels of among municipal public servants, even though education and to ensure that all those respon- there are great differences between the admin- sible for training lawyers, law enforcement istrative branches. officers, the personnel of the armed forces and Systematic and specific training on funda- public officials include appropriate elements of mental or human rights is only offered to the human rights teaching in their training pro- public servants in the legal administration at gramme (Article 15). the Ministry of Justice, public servants at the As regards the legislation concerning of- Ministry of the Interior (from the constitutional ficials, a reference was previously made to Sec- rights perspective) as well as some part of the tion 22 of the Constitution of Finland. The Con- public servants at the Ministry for Foreign Af- stitution further guarantees the right to good fairs. governance (Section 21(2)). The legal principles The introductory training offered to all state of good governance (such as equality) are public servants does not include any funda- defined in Chapter 2 of the Administrative mental or human rights-specific module. How- Act, whose general justifications (Government ever, it touches on the issues of equality and Proposal 72/2002) refer to the international ob- equal treatment. Most administrative branches ligations binding on Finland, in particular to the also organise separate human rights-related additional quality requirements set for national training on the topics of equality and equal administration by the EU law and the European treatment, in particular. Convention on Human Rights. The municipalities are responsible for The legislation does not, however, set organising continuing education for municipal special requirements for the skills or compe- public servants. However, no coordinated infor- tences of public servants in this field, not even mation is available on the continuing educa- for the senior public servants. According to tion and its content provided by the municipal Section 125 of the Constitution, the general sector. Based on the scattered information qualifications for public office are skill, ability obtained from various sources, it seems obvi- and proven civic merit. The Act on Government ous that human rights training is not organised Officials (750/1994), the Act on Municipal Pub- for municipal public servants and persons of lic Servants (304/2003), the acts on collective trust, apart from a few exceptions. Occasional agreements for public servants and the selec- human rights-related training is organised by tion criteria for senior posts in the government regional state administrative authorities, for (Ministry of Finance VM/728/00.00.00/2011) example. do not provide for fundamental and human As regards information provision and rights knowledge and skills or commitments to information services targeted at the authorities, respecting them. there is no human rights-specific information service at the moment. Human rights-related information is available at different administrative Implementation of the obligation branches to a varying degree, but not necessar- Based on the study, it is obvious that the ily in a rights-based form. Furthermore, the web provision of human rights training to state and pages of the Ministry for Foreign Affairs and the

65 Human Rights Centre include general informa- servants and important persons of trust, tion on human rights, e.g. on human rights such as the chairs of the municipal council, conventions and their international monitor- municipal executive and municipal com- ing mechanisms as well as on Finland’s human mittees, and in particular ombudsmen for rights obligations and their implementation. social welfare and patients receive enough basic information on human rights. Human rights should also be integrated into the PROPOSALS FOR ACTION statutory continuing education intended for 1. Human rights should be integrated into municipal public servants as well as into the the continuing education offered to state introductory programmes for public serv- public servants ants and persons of trust. Human rights should be integrated into the introductory training of state public servants 3. A human rights-based approach so that every state public servant receives should be emphasised in all training uniform basic information on human rights, and information provision related to including the related values, norms and fundamental and human rights mechanisms. A human rights-based approach should Common human rights training cover- be strengthened by mainstreaming it in ing the values, norms and mechanisms all training and information provision on should be arranged for the current state fundamental and human rights intended for public servants. The training should be public servants. Furthermore, the normative coordinated, for example, by the network of basis, e.g. in legislative training, should be the ministries’ education and development extended to cover international law. This coordinators. Furthermore, the ministries way the linkage with international obliga- should assume the responsibility for provid- tions will become more concrete. ing continuation training which concentrates on giving information applicable to their 4. Information on training should be particular administrative branch. Further collected in a systematic and coordinated training should also be organised when manner necessary, such as upon the ratification of Information on human rights training in- significant treaties. tended for public servants on the state and municipal level and on its content should be 2. Human rights should be integrated into collected in a systematic and coordinated the continuing education for public manner. For this purpose, it is necessary to servants and persons of trust in the appoint a responsible authority. regional and local government Human rights training should be integrated 5. Information provision on human rights into the continuing education of public serv- should be strengthened and information ants working at the Regional State Adminis- services developed trative Agencies and included in the agen- Public servants should have more human cies’ training selection. rights information which is systematic As regards municipal public servants and applicable to different administra- and persons of trust, it needs to be ensured tive branches. It is necessary to appoint a that at least municipal managers, managers ministry/authority which will be responsible of joint municipal authorities, managers of for developing and maintaining a shared different administrative branches, public information service.

66 Information services should be strengthened in respect of international human rights norms, in particular, and human rights should be integrated alongside the fundamental rights perspective. It is also advisable to produce separate human rights handbooks for state and municipal public servants and persons of trust.

67 JANICA ANDERZÉN AND LEENA SALONHEIMO

Liberal Adult Education

Liberal adult education reaches millions of tions may, if they so wish, use these in the inte- people annually. Most of these are adults who gration training for immigrants, for example. are not within the scope of any other education The Internet-based questionnaire drafted sector. Consequently, liberal adult education infor this study was answered by the representa- stitutions could have a key role in strengthening tives of 90 educational institutions (N=323) and the citizens’ human rights education. However, three non-governmental organisations. Most at the moment the employees of these institu- replies were received from adult education tions see human rights education as a distant centres and folk high schools. and abstract issue and confuse it easily with According to the replies, most of the insti- global or multicultural education, for example. tutions operating in the field of liberal adult Liberal adult education belongs to the education provide teaching on human rights, field of adult education. The educational although this is not an established topic in all institutions can be classified into five groups: their teaching. The methods of teaching vary adult education centres (189 institutions), folk and the content may concern only certain rights high schools (89), study centres (11), summer (e.g. the rights of the child) or themes relevant universities (20), and sports institutes (14). The or closely related to human rights (such as sus- education is usually non-degree and self-mo- tainable development). tivated liberal adult education. The institutions The teaching also covers important human receive state funding for organising education. rights principles and values, such as tolerance, The state’s share is 57 to 65%, and the rest is equality, non-discrimination and equal treat- covered by the providers (e.g. municipalities) ment. Nevertheless, human rights education and students. often concentrates on the rights of “special Liberal adult education is governed by the groups” and it is intended for certain groups, Liberal Adult Education Act (1998/632). The dif- such as immigrants or disabled persons. ferences between the institutions are based on More than half of the respondents stated their statutory tasks, target groups and provid- that human rights and/or their key principles ers, as well as on the fact whether studies are are mentioned in the documents governing full or part-time. the operations of the educational institution or Education is implemented according to local its provider (e.g. a municipality or an organisa- curricula based on the provider’s or students’ tion). They are manifested in several ways in needs. The legislation does not provide for the the operations and everyday practices of the use of national curricula, although the institu- institutions.

68 Attention is paid to the implementation of in strengthening the citizens’ human rights equal treatment and non-discrimination in the education. This requires motivation of the access to education (e.g. the studies are open institutions’ managers and employees, a to everyone, reasonably-priced and free of considerable amount of internal development charge for certain groups, and offered close to work within the work communities, continuing home), in the physical environment of educa- education of the personnel, and development tion (e.g. accessibility) and in the behaviour of of teaching methods and materials, as well as the personnel. support from the Finnish National Board of Several respondents stated that human Education. rights education is compatible with the profile, (humanistic) values and basic tasks of liberal PROPOSALS FOR ACTION adult education. According to the replies, limited resources and competences, for example, have prevented or delayed the integration of 1. Liberal adult education should provide human rights into the studies on offer and into human rights education for adults the operations of the educational institutions. Liberal adult education reaches a sig- Furthermore, human rights training is not nificant number of adults who have not considered an interesting teaching content or learned about human rights in their previ- a topic attractive to the general public. This is ous studies or would otherwise have no a critical issue at adult education centres, in access to it. The Parliament should add particular, since the content of their curricula human rights alongside social integrity, is based on demand. Several respondents equality and active citizenship to the objec- saw it as the only solution to integrate human tives of liberal adult education laid down rights training into other subjects and/or study in the Liberal Adult Education Act. Human modules. rights education should be integrated into A large number of the institutions’ employ- the pedagogic studies for adult educators ees see human rights education as a distant offered by universities. and abstract issue. They easily confuse it with global and multicultural education, for ex- 2. A human rights-based approach should ample. The personnel of the institutions have be applied consciously to the operations rather limited knowledge and skills in the field of liberal adult education institutions of human rights. The organisations and institutions operat- Furthermore, many persons working in the ing in the field of liberal adult education field of liberal adult education are not famil- should integrate human rights into their iar with reviewing their own work from the strategy work. The work communities of perspective of the implementation of human the institutions should define the role and rights. Neither are equal treatment and non- importance of human rights in their opera- discrimination always understood as conscious tions and develop distinctive solutions for actions, but they are regarded as self-evident, implementing them. This also allows for inbuilt principles which are implemented auto- clarifying the relationship between the matically. human rights principles and the values Liberal adult education reaches millions of liberal adult education. The attractive- of people annually. Most of these are adults ness of human rights education should be who are not within the scope of any other increased in ways suitable to the environ- education sector. Consequently, liberal adult ment of the institutions and to different education institutions could have a key role participant groups.

69 3. Human rights education should be tion (and in the other education sectors) incorporated into continuing education should strengthen their mutual network- and development projects ing. They should also be encouraged to The Finnish National Board of Education seek partnerships with new actors. should support the development work carried out by the institutions through provid- 5. An information bank on human rights ing continuing education and launching education should be established development projects. More continuing Representatives of different education education on human rights and human sectors and the Finnish National Board of rights education should be provided for Education should compile an information the teaching personnel and directors of bank on human rights education, including the educational institutions. Human rights materials and information on good prac- teaching should be developed both as tices, learning methods, and events and a separate study module and as content training courses related to human rights and integrated into all the studies on offer so human rights education. It is also important that it suits the needs of self-motivated adult to pay attention to the perspectives and education. needs of adult learners. Furthermore, the compilers of the information bank should 4. Networking and partnerships engage in international cooperation. give new impetus Actors interested in developing human rights education in liberal adult educa-

70 SUOSITUKSET

Appendices

71 APPENDICES

Presentations of the authors

Janica Anderzén She has also been active in non-governmental MA Janica Anderzén is an organisation worker organisations involved in human rights and who has become acquainted with human rights global education since the 1990s. issues through work, studies and voluntary work. She is particularly interested in the rights Tiina-Maria Levamo of the minorities and dreams of a fairer world. MSSc and sociologist Tiina-Maria Levamo has worked for the promotion of human rights and Elina Hakala the rights of the child, in particular, for the past MSSc Elina Hakala works as a temporary as- 16 years. She is currently preparing a doctoral sisting expert at the Human Rights Centre. The thesis where she analyses the socio-cultural and article on state educational institutions and political meanings of the children’s participa- colleges was also part of her master’s thesis tory rights. Levamo has a permanent post in the in international politics. In her studies, she international programme team of Plan Finland has specialised in peace research and human and she also has a teaching qualification for vo- rights. cational institutions and polytechnics. She has previously worked as a specialist in the Council Jarkko Korpela of Europe programme on the rights of the child, BSSc Jarkko Korpela works as a project sec- Building a Europe for and with children, and retary in the unit of vocational education and she has lectured on human rights, the rights of training at the Finnish National Board of Educa- the child, and development at polytechnics and tion. He majors in philosophy and is specialised at the University of Helsinki. in ethics and social philosophy and in particular in professional ethics. Mia Matilainen PhD Mia Matilainen completed her doctoral Johanna Lampinen dissertation in 2011 on human rights education MEd and special class teacher Johanna Lamp- in a Finnish upper secondary school and has inen has worked as a teacher and trainer at the since continued research work on human rights Finnish League for Human Rights. She has also education, human rights education in philo- participated in education-related development sophical and religious subjects and in multicul- cooperation. She has experience in organis- tural education. Matilainen has worked as an ing human rights education and training for upper secondary school teacher of philosophi- teachers, officials and students in various fields. cal and religious subjects and psychology, as an

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author of learning materials, a doctoral student that human rights education is necessary for at the Department of Teacher Education at building a solid basis for education, creating the University of Helsinki, as a post-doctoral an equal dialogue and increasing awareness of researcher and a university lecturer. In 2013, the equal treatment of all people. she spent the autumn term as a visiting post- doctoral researcher at the University of Warwick Reetta Toivanen in England. PhD and Docent in Social and Cultural Anthro- pology Reetta Toivanen is an academy research Merja Pentikäinen fellow at the Erik Castrén Institute at the Uni- LLD and researcher Merja Pentikäinen special- versity of Helsinki. She has both studied human ised in international law in her studies. She has rights education in Finland and actively tried to lectured widely on various issues of internation- strengthen human rights knowledge and skills al law, and in her research work she has particu- at the universities. She is also the vice chair of larly concentrated on human rights issues. the Finnish League for Human Rights.

Erja Rusanen Kristiina Vainio BE and expert in early childhood development MSSc (international law, Åbo Akademi) Kris- and day care Erja Rusanen has written four tiina Vainio has a long work experience as a books from the perspective of the child and coordinator for South Asia at the Finnish NGO participated in the planning of a comprehen- Foundation for Human Rights. Before that, she sive and multidisciplinary study module on the worked at various projects at the Human Rights rights of the child. She was also responsible for Institute and the department of law at Åbo implementing one of its study units on chil- Akademi University, and currently she works dren’s inclusion at the Open University of the as a temporary expert at the Human Rights University of Helsinki. Her theoretical back- Centre. She has a long and extensive experi- ground includes education in developmental ence in human rights and particularly in issues psychology and attachment research. related to the human rights-based approach and human rights education and training both Leena Saloheimo from the international and national perspective. Home industry teacher and ME Leena Salo- She has also completed a study module on the heimo has over 30 years of experience from rights of the child at the Open University of the teaching and development tasks in the field of University of Helsinki. liberal adult education. She is of the opinion

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Abbreviations

CAT Convention against Torture and Other Cruel, In- ESC European Social Charter human or Degrading Treatment or Punishment

ICCPR International Covenant on Civil and Political CEDAW Convention on the Elimination of All Forms of Rights Discrimination against Women

ICERD International Convention on the Elimination of CFREU Charter of Fundamental Rights of the European All Forms of Racial Discrimination Union

ICESCR International Covenant on Economic, Social and CRC Convention on the Rights of the Child Cultural Rights

CRPD Convention on the Rights of Persons with Dis- ICPPED International Convention for the Protection of abilities All Persons from Enforced Disappearance

ECHR European Convention on Human Rights, Con- ICRMW International Convention on the Protection of vention for the Protection of Human Rights and the Rights of All Migrant Workers and Members Fundamental Freedoms of Their Families

ECRML European Charter for Regional or Minority UDHR Universal Declaration of Human Rights Languages

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Conventions, acts and other documents

International human rights conventions

The International Labour Organization (ILO) Conven- International Covenant on Economic, Social and Cultural tion No. 169 concerning Indigenous and Tribal Peoples Rights (1966), Finnish Treaty Series 6/1976 (1989). - Optional protocol (2008), signed by Finland on 24 September 2009, Government Proposal 74/2012. The European Convention on Human Rights (Convention for protocol entered into force on the international level on the Protection of Human Rights and Fundamental Free- 5 May 2013. doms), as amended by Protocol No. 11 (1999), Finnish Treaty Series 63/1999. European Social Charter (Revised) (1996), Finnish Treaty Series 78, 80/2002. Convention on the Elimination of All Forms of Dis- crimination against Women (1979), Finnish Treaty Series Convention for the Protection of All Persons from En- 67-68/1986 forced Disappearance (2006) - Optional protocol (1999), Finnish Treaty Series - Finland signed the convention on 6 February 2007. 20-21/2001. Convention on the Rights of the Child (1989), Finnish International Convention on the Elimination of All Forms Treaty Series 59-60/1991. of Discrimination against Women (1965), Finnish Treaty - Optional protocol on the involvement of children in Series 37/1970. armed conflicts (2000), Finnish Treaty Series 30-31/2002 International Covenant on Civil and Political Rights - Optional protocol on the sale of children, child (1966), Finnish Treaty Series 7-8/1976 prostitution and child pornography (2000), Finnish - Optional protocol (1966), Finnish Treaty Treaty Series 40-41/2012 Series 7-8/1976 - Optional protocol on the complaints procedure (2011), - Second optional protocol aiming at the abolition of signed by Finland on 28 February 2012. death penalty (1989), Finnish Treaty Series 48-49/1991. Convention on the Rights of Persons with Disabilities Convention against Torture and Other Cruel, Inhuman (2006) or Degrading Treatment or Punishment (1984), Finnish - Optional protocol (2006) Treaty Series 59-60/1989 - Finland signed the convention and its optional protocol - Optional protocol (2002), signed by Finland on 23 on 30 March 2007. September 2003, Government Proposal 182/2012.

International Convention on the Protection of All Migrant Workers and Members of their Families (1990). Resolu- tion A/RES/45/158 of the UN General Assembly.

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Declarations and other documents National legislation

Council of Europe Charter on Education for Democratic Polytechnics Act 9.5.2003/351. Citizenship and Human Rights Education (2010). Recom- Vocational Training and Education Act 21.8.1998/630. mendation of the Committee of Ministers of the Council of Europe CM/Rec(2010)7. Act on Vocational Teacher Training 9.5.2003/356.

Universal Declaration of Human Rights (1948). Resolution Act Amending the Parliamentary Ombudsman Act 217 A (III) of the UN General Assembly. 20.5.2011/535. Chapter 3a - Human Rights Centre.

Human Rights Education Programme (2004). Resolution Liberal Adult Education Act 21.8.1998/632. A/RES/59/113 of the UN General Assembly. General Upper Secondary Schools Decree Declaration on Human Rights Education and Training 6.11.1998/810. (2011). Resolution A/RES/66/137 of the UN General Assembly. General Upper Secondary Schools Act 21.8.1998/629.

UN Decade for Human Rights Education (1994). Resolu- Basic Education Act 21.8.1998/628. tion A/RES/49/184 of the UN General Assembly. The Constitution of Finland 11.6.1999/731.

Declaration on Human Rights Defenders (Declaration on Government Decree on the General National Objectives the Right and Responsibility of Individuals, Groups and and Distribution of Teaching Hours in Upper Secondary Organs of Society to Promote and Protect Universally Education 14.11.2002/955. Recognized Human Rights and Fundamental Freedoms) (1998). Resolution A/RES/53/144 of the UN General Universities Act 24.7.2009/558. Assembly.

The International Labour Organization (ILO) Declaration on Fundamental Principles and Rights at Work (1998), Regulations Finnish Treaty Series 63/2000. Core Curriculum for General Upper Secondary Education Montreal World Plan of Action on Education for Human 2003. Regulation of the Finnish National Board of Educa- Rights and Democracy (UNESCO, 1993). tion 33/011/2003.

Paris Principles (Principles related to the status and Supplement to the Core Curriculum for General Upper functions of national institutions for the promotion Secondary Education 2003. Regulation of the Finnish and protection of human rights) (1994). Resolution A/ National Board of Education 42/022/2010. RES/48/134 of the UN General Assembly. Core Curriculum for Basic Education 2004. Regulation of UNESCO Recommendation on International Education the Finnish National Board of Education 1/011/2004. (Recommendation Concerning Education for Interna- tional Understanding, Co-operation and Peace and Supplement to the Core Curriculum for Basic Education Education Relating to Human Rights and Fundamental 2004. Regulation of the Finnish National Board of Educa- Freedoms) (1974). UNESCO General Assembly, 18th tion 41/011/2010. session. Programmes and instructions of the government and Report of the UPR working group on Finland’s dialogue ministries (2012a). 21st session of the Human Rights Council, Uni- Report on Democracy Education (2011). Reports of the versal Periodic Review A/HRC/21/8. Finnish National Board of Education 2011:27. Helsinki.

Report of the UPR working group on Finland’s dialogue Global Education Programme 2010 (2007). Publications (2012b). Appendix: Finland’s replies. 21st session of of the Ministry of Education 2007:11. Helsinki. the Human Rights Council, Universal Periodic Review A/ HRC/21/8/Add.1. National Action Plan on Fundamental and Human Rights 2012-2013 (2012). Reports and Instructions of the Minis- try of Justice 18/2012. Helsinki.

76 APPENDICES

Growing to Global Responsibility 2007-2009. (2010). A Safer Tomorrow - Internal Security Programme (2012). Final report of the steering group for the global respon- Publication series of the Ministry of Internal Affairs sibility project. Publications of the Ministry of Education 26/2012. Helsinki. 2010:9. Helsinki. Government Resolution for the Promotion of Democracy Education and Research in 2011 to 2016. Development in Finland (2010). Reports and statements of the Ministry Plan (2012). Publications of the Ministry of Education and of Justice 17/2010. Helsinki. Culture 2012:1. Helsinki. Government Resolution on the Government Action Plan National Communications Strategy on the Rights of the for Gender Equality 2012-2015 (2012). Publications Child. (2010). Working group memorandums and reports of the Ministry of Social Affairs and Health 2012:10. of the Ministry of Education 2010:14. Helsinki. Helsinki.

Child and Youth Policy Development Programme 2012- Government Report on Gender Equality (2010). Publica- 2015 (2012). Publications of the Ministry of Education tions of the Ministry of Social Affairs and Health 2010:8. and Culture 2012:6.Helsinki. Helsinki.

Programme of Prime Minister Jyrki Katainen’s Govern- Government Report on Human Rights Policy in Finland ment (2011). Prime Minister’s Office. Helsinki. 7/2009. Helsinki.

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United Nations A/RES/66/137 General Assembly Distr.: General 16 February 2012

Sixty-sixth session Agenda item 64

Resolution adopted by the General Assembly on 19 December 2011 [on the report of the Third Committee (A/66/457)]

66/137. United Nations Declaration on Human Rights Education and Training

The General Assembly,

Welcoming the adoption by the Human Rights Council, in its resolution 16/1 of 23 March 2011,2 of the United Nations Declaration on Human Rights Education and Training,

1. Adopts the United Nations Declaration on Human Rights Education and Training annexed to the present resolution; 2. Invites Governments, agencies and organizations of the United Nations system, and intergovern- mental and non-governmental organizations to intensify their efforts to disseminate the Declara- tion and to promote universal respect and understanding thereof, and requests the Secretary- General to include the text of the Declaration in the next edition of Human Rights: A Compilation of International Instruments. 89th plenary meeting 19 December 2011 Annex United Nations Declaration on Human Rights Education and Training

The General Assembly,

Reaffirming the purposes and principles of the Charter of the United Nations with regard to the promotion and encouragement of respect for all human rights and fundamental freedoms for all without distinction as to race, sex, language or religion,

Reaffirming also that every individual and every organ of society shall strive by teaching and education to promote respect for human rights and fundamental freedoms,

Reaffirming further that everyone has the right to education, and that education shall be directed to the full development of the human personality and the sense of its dignity, enable all persons to participate effectively in a free society and promote understanding, tolerance and friendship among

2 See Official Records of the General Assembly, Sixty-sixth Session, Supplement No. 53 (A/66/53), chap. I.

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all nations and all racial, ethnic or religious groups, and further the activities of the United Nations for the maintenance of peace, security and the promotion of development and human rights,

Reaffirming that States are duty-bound, as stipulated in the Universal Declaration of Human Rights,3 the International Covenant on Economic, Social and Cultural Rights4 and in other human rights instruments, to ensure that education is aimed at strengthening respect for human rights and fundamental freedoms,

Acknowledging the fundamental importance of human rights education and training in contributing to the promotion, protection and effective realization of all human rights,

Reaffirming the call of the World Conference on Human Rights, held in Vienna in 1993, on all States and institutions to include human rights, humanitarian law, democracy and rule of law in the curricula of all learning institutions, and its statement that human rights education should include peace, democracy, development and social justice, as set forth in international and regional human rights instruments, in order to achieve common understanding and awareness with a view to strengthening universal commitment to human rights,5

Recalling the 2005 World Summit Outcome, in which Heads of State and Government supported the promotion of human rights education and learning at all levels, including through the implementation of the World Programme for Human Rights Education, and encouraged all States to develop initiatives in that regard,6

Motivated by the desire to send a strong signal to the international community to strengthen all efforts in human rights education and training through a collective commitment by all stakeholders,

Declares the following:

Article 1

1. Everyone has the right to know, seek and receive information about all human rights and fundamental freedoms and should have access to human rights education and training. 2. Human rights education and training is essential for the promotion of universal respect for and observance of all human rights and fundamental freedoms for all, in accordance with the principles of the universality, indivisibility and interdependence of human rights. 3. The effective enjoyment of all human rights, in particular the right to education and access to information, enables access to human rights education and training.

3 Resolution 217 A (III). 4 See resolution 2200 A (XXI), annex. 5 See A/CONF.157/24 (Part I), chap. III, sect. II.D, paras. 79 and 80. 6 See resolution 60/1, para. 131.

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Article 2

1. Human rights education and training comprises all educational, training, information, awareness- raising and learning activities aimed at promoting universal respect for and observance of all human rights and fundamental freedoms and thus contributing, inter alia, to the prevention of human rights violations and abuses by providing persons with knowledge, skills and understanding and developing their attitudes and behaviours, to empower them to contribute to the building and promotion of a universal culture of human rights. 2. Human rights education and training encompasses: a. Education about human rights, which includes providing knowledge and understanding of human rights norms and principles, the values that underpin them and the mechanisms for their protection; b. Education through human rights, which includes learning and teaching in a way that respects the rights of both educators and learners; c. Education for human rights, which includes empowering persons to enjoy and exercise their rights and to respect and uphold the rights of others.

Article 3

1. Human rights education and training is a lifelong process that concerns all ages. 2. Human rights education and training concerns all parts of society, at all levels, including pre- school, primary, secondary and higher education, taking into account academic freedom where applicable, and all forms of education, training and learning, whether in a public or private, formal, informal or non-formal setting. It includes, inter alia, vocational training, particularly the training of trainers, teachers and State officials, continuing education, popular education, and public information and awareness activities. 3. Human rights education and training should use languages and methods suited to target groups, taking into account their specific needs and conditions.

Article 4

Human rights education and training should be based on the principles of the Universal Declaration of Human Rights and relevant treaties and instruments, with a view to: a. Raising awareness, understanding and acceptance of universal human rights standards and principles, as well as guarantees at the international, regional and national levels for the protection of human rights and fundamental freedoms; b. Developing a universal culture of human rights, in which everyone is aware of their own rights and responsibilities in respect of the rights of others, and promoting the development of the individual as a responsible member of a free, peaceful, pluralist and inclusive society; c. Pursuing the effective realization of all human rights and promoting tolerance, non-discrimination and equality; d. Ensuring equal opportunities for all through access to quality human rights education and training, without any discrimination; e. Contributing to the prevention of human rights violations and abuses and to the combating and eradication of all forms of discrimination, racism, stereotyping and incitement to hatred, and the harmful attitudes and prejudices that underlie them.

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Article 5

1. Human rights education and training, whether provided by public or private actors, should be based on the principles of equality, particularly between girls and boys and between women and men, human dignity, inclusion and non-discrimination. 2. Human rights education and training should be accessible and available to all persons and should take into account the particular challenges and barriers faced by, and the needs and expectations of, persons in vulnerable and disadvantaged situations and groups, including persons with disabilities, in order to promote empowerment and human development and to contribute to the elimination of the causes of exclusion or marginalization, as well as enable everyone to exercise all their rights. 3. Human rights education and training should embrace and enrich, as well as draw inspiration from, the diversity of civilizations, religions, cultures and traditions of different countries, as it is reflected in the universality of human rights. 4. Human rights education and training should take into account different economic, social and cultural circumstances, while promoting local initiatives in order to encourage ownership of the common goal of the fulfilment of all human rights for all.

Article 6

1. Human rights education and training should capitalize on and make use of new information and communication technologies, as well as the media, to promote all human rights and fundamental freedoms. 2. The arts should be encouraged as a means of training and raising awareness in the field of human rights.

Article 7

1. States, and where applicable relevant governmental authorities, have the primary responsibility to promote and ensure human rights education and training, developed and implemented in a spirit of participation, inclusion and responsibility. 2. States should create a safe and enabling environment for the engagement of civil society, the private sector and other relevant stakeholders in human rights education and training, in which the human rights and fundamental freedoms of all, including of those engaged in the process, are fully protected. 3. States should take steps, individually and through international assistance and cooperation, to ensure, to the maximum of their available resources, the progressive implementation of human rights education and training by appropriate means, including the adoption of legislative and administrative measures and policies. 4. States, and where applicable relevant governmental authorities, should ensure adequate training in human rights and, where appropriate, international humanitarian law and international criminal law, of State officials, civil servants, judges, law enforcement officials and military personnel, as well as promote adequate training in human rights for teachers, trainers and other educators and private personnel acting on behalf of the State.

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Article 8

1. States should develop, or promote the development of, at the appropriate level, strategies and policies and, where appropriate, action plans and programmes to implement human rights education and training, such as through its integration into school and training curricula. In so doing, they should take into account the World Programme for Human Rights Education and specific national and local needs and priorities. 2. The conception, implementation and evaluation of and follow-up to such strategies, action plans, policies and programmes should involve all relevant stakeholders, including the private sector, civil society and national human rights institutions, by promoting, where appropriate, multi-stake- holder initiatives.

Article 9

States should promote the establishment, development and strengthening of effective and independent national human rights institutions, in compliance with the principles relating to the status of national institutions for the promotion and protection of human rights (“the Paris Principles”),� recognizing that national human rights institutions can play an important role, including, where necessary, a coordinating role, in promoting human rights education and training by, inter alia, raising awareness and mobilizing relevant public and private actors.

Article 10

1. Various actors within society, including, inter alia, educational institutions, the media, families, local communities, civil society institutions, including non-governmental organizations, human rights defenders and the private sector, have an important role to play in promoting and providing human rights education and training. 2. Civil society institutions, the private sector and other relevant stakeholders are encouraged to ensure adequate human rights education and training for their staff and personnel.

Article 11

The United Nations and international and regional organizations should provide human rights education and training for their civilian personnel and for military and police personnel serving under their mandates.

Article 12

1. International cooperation at all levels should support and reinforce national efforts, including, where applicable, at the local level, to implement human rights education and training. 2. Complementary and coordinated efforts at the international, regional, national and local levels can contribute to more effective implementation of human rights education and training. 3. Voluntary funding for projects and initiatives in the field of human rights education and training should be encouraged.

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Article 13

1. International and regional human rights mechanisms should, within their respective mandates, take into account human rights education and training in their work. 2. States are encouraged to include, where appropriate, information on the measures that they have adopted in the field of human rights education and training in their reports to relevant human rights mechanisms.

Article 14

States should take appropriate measures to ensure the effective implementation of and follow-up to the present Declaration and make the necessary resources available in this regard.