Human Rights Education advances human rights

Human Rights Education (HRE) is generally understood to be a learning process that assists in building up the required knowledge, values, and proficiency pertaining to human rights. This is undertaken with the objective of developing an acceptable human rights culture that will be of benefit to everyone, irrespective of colour, caste or creed. It is believed that this format assists learners to examine their experiences from the human rights point of view and also enables them to integrate these concepts into their values and decision-making process.

Analysts believe that HRE is one way of empowering people so that they can create skills and behaviour that would promote dignity and equality within the community and society. This view is also reflected in Article 9(b) of "The Cairo Declaration on Human Rights in Islam". It is stated there that - "Every human being has the right to receive both religious and worldly education from the various institutions of education and guidance, including the family, the school, the university, the media, etc. in an integrated and balanced manner so that it helps to develop his personality, strengthen his faith in God and promote his respect for and defence of both rights and obligations".

I have been persuaded to write today on this subject after reading a recent article entitled "Human rights situation worsen in the Middle East and North Africa" written by Tharanga Yakupitiyage of Inter Press Service . What is happening in Yemen, Syria and several other countries in Africa, Latin America and Myanmar underlines the importance of the subject.

It may be recalled that history was made in Paris, France on December 10, 1948, when the newly created United Nations General Assembly proclaimed the "Universal Declaration of Human Rights". Forty-six years later, the General Assembly, in its Resolution 49/184 of December 23, 1994, declared 1995-2004 as the United Nations Decade for Human Rights Education.

These two declarations not only stressed the need for the protection of basic human rights but also underlined that one of the ways of achieving this was through education. This emphasis facilitated the gradual global increase for demand for Human Rights Education. The 1994 Declaration also encouraged Member States of the United Nations to include the issue under discussion in the syllabus of their schools. This positive effort was supported by civil society and by inter-governmental organisations through a process of inter-active engagement.

This effort, initiated in 1994, was acclaimed over the next ten years. It was generally recognised that if implemented properly and with care, then, it could play a role in reducing abuses and violent conflicts and also promote respect for human dignity and equality. Consequently, the United Nations General Assembly, by Resolution 59/113A, made another proclamation on this subject on 10 December 10, 2004, titled "World Programme for Human Rights Education (2005-ongoing)".

This programme is seeking to expand the scope of the 1994 Resolution and "promote a common understanding of the basic principles and methodologies of human rights education, to provide a concrete framework for action, and to strengthen partnerships and cooperation from the international level down to the grass roots".

In principle, the two Declarations are basically similar, but with some minor differences. The later effort segmented the World Programme. This time, the first phase covering years 2005-2009 had as its main target the primary and secondary schools. This configuration was however later slightly changed despite many Member States of the UN continuing to implement its principles on that basis. This approach was taken because of the advice given by the United Nations Human Rights Council.

The United Nations High Commissioner for the Promotion and Protection of all Human Rights functions as coordinator of the UN Education and Public Information Programmes in the area of human rights. The United Nations General Assembly has also proclaimed it as central to the achievement of the rights enshrined in the Universal Declaration of Human Rights (UDHR). In addition, the Office of the High Commissioner for Human Rights (OHCHR) promotes Human Rights Education by supporting national and local initiatives within the context of its Technical Cooperation.

ROLE OF INTERNATIONAL INSTITUTIONS: It is pertinent to recognise the constructive role being played by some international institutions with regard to imparting human rights education. They include-

(i) The United Nations Education, Scientific and Cultural Organization (UNESCO) which has a direct responsibility to promote Human Rights Education attempts to promote the issue through: (a) development of the national and local capacities, via its co-operation in development projects and programmes at national and sub-regional levels, (b) elaboration of learning materials and publications and their translation and adaptation in national and local languages, and (c) advocacy and networking activities.

(ii) The Asia-Pacific Centre for Education for International Understanding and the United Nations Academic Impact (UNAI). Both institutions have mutually organised the 2018 United Nations Global Citizenship Education Seminar at the UN Headquarters in New York City. This was useful not only in the formulation of new ideas but also in creating consensus that this process makes governments and political leaders accountable through the promotion of human rights;

(iii) The Arab Institute for Human Rights, an independent Arab non- governmental organisation based in Tunisia. This institution has been trying to promote a culture of civil, political, economic, social and cultural human rights through the strengthening of the values of democracy and citizenship;

(iv) Amnesty International and Human Rights Education Associates (HREA) are also promoting Human Rights Education with their programmes. This is being done on the understanding that "learning about human rights is the first step toward respecting, promoting and defending those rights";

(v) International organisations such as the European Union Ombudsman and The United Nations Human Rights Council also endeavour to live up to expectations by investigating claims of violations of human rights, holding abusers accountable of their actions and drawing the attention of governments to make sure that they are using their powers to end abusive practices efficiently.

Human Rights Education is being taught in different educational institutions in various parts of the world by including this aspect in the syllabus of Social Science meant to be taught at the Secondary and Higher secondary levels. In Europe, several schools offer Human Rights Education as part of their curriculum, linked to subjects like History, Politics and Citizenship. In this regard, emphasis is given on; (a) theory of human rights, (b) practice of human rights and (c) contemporary human rights issues.

THREE MODELS: In general, the courses approach the subject of HRE through three different models:

(a) the Values and Awareness Model - It focuses on transmitting "basic knowledge of human rights issues and tries to foster its integration into public values" based on its philosophical- historical approach. This model has as its target audience the general public and focuses on global human rights and more culturally based matters;

(b) the Accountability Model - that is associated with the legal and political approach to human rights. This model is incorporated by means of training and networking, covering topics such as court cases, codes of ethics and how to deal with the media;

(c) the Transformational Model - that focuses on the psychological and sociological aspects of human rights pertaining particularly to women and minorities. The model aims to empower those who have been victims of abuse and trauma and is also geared towards preventing these abuses.

It is generally agreed by human rights activists that the benefits of HRE are as follows:

(i) it is the first step towards respecting, promoting and defending human rights;

(ii) it strengthens respect for universal commitment to human rights and fundamental freedoms;

(iii) it enables one with the knowledge to be familiar with his/her rights and to not only avoid being abused, but also holds the abusers accountable for their actions;

(iv) it promotes respect for human dignity and equality, regardless of race, religion, nationality, ethnicity and language as well as tolerance;

(v) it encourages participation in democratic decision making;

(vi) it teaches the skills of negotiations, mediation and consensus building, and

(vii) it combats extremism, terrorism and violence based on race or religion.

Consequently, it is generally agreed that Human Rights Education should be studied by everyone, particularly law enforcement personnel, lawyers, the armed forces, police and prison officials.

OIC & HRE: This awareness about the need for Human Rights Education (HRE) plays an important role in advancing human rights among Member States of the Organisation of Islamic Cooperation (OIC). The OIC- Independent Permanent Human Rights Commission (OIC-IPHRC) has recently urged all Member States to actively pursue this process of HRE. This has been undertaken to stress that the basic element of the message of Islam to humanity is to emphasise on compassion and social justice. Several meetings in different parts of the world have urged Member States to recognise that it is the collective responsibility of Muslims to protect the rights of all, irrespective of race, religion, language or social status. For this reason, each and every individual should be encouraged to engage in HRE. In fact, because of its importance, the OIC-IPHRC has strongly recommended that OIC Member States should be inspired to make HRE compulsory in all their institutions of learning, starting from elementary levels.

Muhammad Zamir, a former Ambassador, is an analyst specialised in foreign affairs, right to information and good governance.

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