HUMAN RIGHTS – FOR EVERYONE, EVERYWHERE

Today is Human Rights Day. The day is observed world over every year on December 10. On this day, in 1948, the United Nations General Assembly adopted the Universal Declaration of Human Rights (UDHR). This year, Human Rights Day marks the 70th anniversary of the Universal Declaration of Human Rights, which proclaims the inalienable rights everyone is inherently entitled to as a human being -- regardless of race, colour, religion, sex, language, political or other opinion, national or social origin, property, birth or other status. It is the most translated document in the world, available in more than 500 languages.

MESSAGE FROM UN SECRETARY GENERAL: United Nations Secretary-General António Guterres has in a video message said on Human Rights Day 2018: "For 70 years, the Universal Declaration of Human Rights has been a global beacon - shining a light for dignity, equality and well-being - and bringing hope to dark places. The rights proclaimed in the Declaration apply to everyone -- no matter our race, belief, location or other distinction of any kind. Human rights are universal and eternal. They are also indivisible. One cannot pick and choose among civil, political, economic, social and cultural rights. Today we also honour the human rights defenders risking their lives to protect people in the face of rising hatred, racism, intolerance and repression. Indeed, human rights are under siege around the world. Universal values are being eroded. The rule of law is being undermined. Now more than ever, our shared duty is clear: Let us stand up for human rights -- for everyone, everywhere."

HUMAN RIGHTS APPEAL 2018: In the foreword of United Nations Human Rights Appeal 2018, High Commissioner for Human Rights, Zeid Ra'ad Al Husain says, "Denials of human rights are both a cause and a consequence of multiple, inter-related fractures that are breaking down our societies: on-going and new conflicts, inequality and deprivation, violent extremism, discrimination, and an increasing effort to curtail democratic space . . . The upholding of human rights could solve virtually all the issues we confront. Humanity has done this before. Our forebears in the past century faced similar challenges, and far worse ones — and they laid a road-map to their solutions: the Universal Declaration of Human Rights (UDHR). In 2018, while we celebrate the 70th anniversary of its adoption, this milestone text is just as relevant, as urgently useful, as it was at the close of World War II …. The 70th anniversary provides us with an opportunity to engage a broad range of audiences, to raise awareness of the UDHR's continued relevance and to reflect on what has been achieved in the past seven decades as well as today's challenges."

ACHIEVEMENTS: Human rights are more recognised and guaranteed for everyone: To protect the most vulnerable, explicit protections now exist in international law to cover, among others, children, women, victims of torture and persons with disabilities. Since 1948, 18 treaties and optional protocols that advance human rights have been internationally agreed.

* Today, 57 per cent of countries have a national human rights institution. In 1948, such institutions were practically unheard-of.

* 104 countries have now outlawed capital punishment. Only nine countries had abolished the death penalty when the UDHR was adopted in 1948.

* More democracy today. Most states have a national parliament - 70 years ago, there were only 26.

* Today, women have the right to vote in 198 countries versus 91 countries in 1948.  

* Freedom of information laws and policies have been adopted by 111 countries, with at least 15 countries adopting such laws over the past four years.

* 169 States have ratified the international covenant on civil and political rights which states that every citizen shall have the right and the opportunity to take part in the conduct of public affairs, directly or through freely chosen representatives. Every person shall have the right to vote and be elected, and to have access to public service, as well as to free expression, assembly and association. 

FROM UDHR TO SDG4: The UDHR states about education (Article 26) (1): Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (3) Parents have a prior right to choose the kind of education that shall be given to their children.

In 2016 SDG4 mentions of education as: (4) Quality Education - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. (4.1) By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. (4.2) By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. (4.3) By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

The progress in placing stress on education is quite visible in SDG4. The latest UN document, SDG4 has recognised tertiary education, including university, as a right.        

HUMAN RIGHTS EDUCATION: Since the adoption of the Universal Declaration, the United Nations General Assembly has called on Member States and all segments of society to disseminate and educate about this fundamental document. In 1993 the World Conference on Human Rights in Vienna reaffirmed the importance of human rights education, training and public information, declaring it "essential for the promotion and achievement of stable and harmonious relations among communities and for fostering mutual understanding, tolerance and peace." In response to an appeal by this World Conference, the General Assembly proclaimed the period 1995 to 2004 the UN Decade for Human Rights Education.

In proclaiming the United Nations Decade for Human Rights Education in December 1994, the General Assembly defined human rights education as "a life-long process by which people at all levels of development and in all strata of society learn respect for the dignity of others and the means and methods of ensuring that respect in all societies." The Assembly emphasised that the responsibility for human rights education rested with all elements of society - government and non-government organisations, professional associations, and all other sectors of civil society, as well as individuals. The Plan of Action for the Decade further defined human rights education as "training, dissemination and information efforts aimed at the building of a universal culture of human rights through the imparting of knowledge and skills and the moulding of attitudes which are directed to: During this Decade, the UN urged and supported all its Member States to make information about human rights available to everyone through both the formal school system and popular and adult education. University of Minnesota in the USA developed 'Human Rights Resource Centre' which has defined human rights education as "All learning that develops the knowledge, skills and values of human rights".

In 1986 David Shiman published the first human rights curriculum in the United States, teaching about human rights, which has been followed by a steady stream of new resources in the field, notably Betty Reardon's Teaching for Human Dignity (1995) and the establishment of the University of Minnesota Human Rights Education Series in 1998. Another significant stimulus was the 1992 meeting of human rights educators sponsored by the Columbia University Centre for the Study of Human Rights with the support of the Organising Committee of the People's Decade of Human Rights. Many US human rights educators met for the first time at this seminal meeting and formed working alliances that have resulted in significant projects such as Human Rights USA, a partnership of Amnesty International USA, the Centre for Human Rights Education, the University of Minnesota Human Rights Centre, and Street Law, Inc. Sponsored by the Ford Foundation, Human Rights USA sought to raise human rights awareness and celebrate the fiftieth anniversary of the Universal Declaration of Human Rights in 1998.

 As a result of such efforts, human rights education in the United States has become a recognised educational force. However, it remains to find an established place in the mainstream educational system. Instead it has flourished in alternative settings: non-profit organisations, extracurricular groups like Amnesty International's campus chapters, alternative educational settings, and communities of faith.

HUMAN RIGHTS EDUCATION IN BANGLADESH: Human rights education is a new subject. In Bangladesh there was no mention of it in the syllabus of school students. The scenario has changed since 2013. Human rights are now included in primary and secondary text books. The rights of the children, women and senior citizens are included. It is stated in the grade six books: "Every citizen is entitled to five basic rights - food, clothing, home, health and education from the State". It further says, "Every one under eighteen is a child. They are equal in rights, irrespective of gender, nationality, religion." "Deployment/ engagement of children in war or armed battle is prohibited". About senior citizens, it is said in class seven text book: In the developed countries every one above sixty or sixty-five is a senior citizen. They are provided with a set of privileges. We should give due honour and respect to them."

Needless to say that only mention of human rights in text books does not ensure human rights. For that to happen, a series of activities to help build awareness is required. The spread of human rights education is essential to achieve the desired result. The role of national leadership, teachers, parents, cultural activists and the conscience keepers and, of course, involvement of the media, both print and electronic, is very vital. Attainment of functional literacy and lifelong learning creates such congenial environment. Let's uphold the conviction today that education and rights are inseparable. One supports the other. Again, ignorance results in intolerance. So it is high time to prioritise human rights education and follow the guidelines bestowed by the United Nations. It's the function of the government as well as of the governed. Good governance is the obligation of those who are at the helm of affairs or in government and the citizens are to extend lawful support in accordance with the principles of the universal declaration of 1948. The principle that rights imply duties is applicable to both of them. Let's echo the call of the Secretary of United Nations: human rights for every one, every where.

The latest incident of the sad death of Oritri, a 9th  grade student of a school of Dhaka city, allegedly due to the harsh treatment of teachers and school management clearly shows that human rights education is of utmost importance for all concerned with education --- teachers, parents and managers of education.

Prof. Quazi Faruque Ahmed is a member of National Education Policy 2010 Committee and Chairperson, Initiative for Human Development (IHD).
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