This post is a summary of three articles. The first was published in 2010 at https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016803034e5. The second was published at https://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part-2/HRE-intro.htm. The third was published at http://www.anthrobase.com/Txt/P/Pedersen_A-S_01/01_Bilag_01.htm
Education plays an essential role in the promotion of the core values of Europe: democracy, human rights and the rule of law, as well as in the prevention of human rights violations. More generally, education is increasingly seen as a defence against the rise of violence, racism, extremism, xenophobia, discrimination and intolerance. This growing awareness is reflected in the adoption of the Council of Europe Charter on Education for Democratic Citizenship and Human Rights education (EDC/HRE) by the Organisations's 47 member states in the framework of recommendation. It will be an important reference point for all those dealing with citizenship and human rights education. A)"Education for democratic citizenship" means education, training, awareness-raising, information, practices which aim, by equipping learners with knowledge and developing their attitudes and behaviour, to empower them to exercise and defend their democratic rights and responsibilities in society and to play an active part in democratic life, with a view to the promotion and protection of democracy and the rule of law. B)"Human Rights education" means education, training, awareness raising, information, practices and activities which aim, by equipping learners with knowledge and developing their attitudes to empower them to contribute to the building and defence of a universal culture of human rights, with a view to the promotion and protection of human rights and fundamental freedoms. C) "Informal education" means the lifelong process whereby every individual acquires attitudes, values, skills and knowledge from the educational influences and resources in his or her own environment and from daily experience (family, peer group, library, media, work, etc.) Education for democratic citizenship and human rights are closely related and mutually supportive. All means of education, whether formal or informal, have a part to play on this learning process and are valuable in promoting its principles and achieving its objectives. One of the fundamental goals of all education for EDC/HRE is not just equipping learners with knowledge, but also empowering them with the readiness to take action in the defence of human rights and democracy. Given the international nature of human rights values and obligations and the common principles underpinning democracy, it is important for states to pursue and encourage international co-operation and exhange of good practice. States should include EDC/HRE in the curricula for formal education. States should provide teachers with the necessary training in EDC/HRE. This should ensure that they have a thorough knowledge of the disciplines's objectives and principles. States should foster the role of NGOs in EDC/HRE especially in non-formal education. They should recognise these organisations as a valued part of the educational system, provide them with the support they need and make full use of the expertise they can contribute to all forms of education. States should also promote and publicise EDC/HRE.
Education in human rights is itself a fundamental human right and also a responsibility: the preamble to the Universal Declaration of Human Rights (UDHR) exhorts "every individual and every organ of society to strive by teaching to promote respect for these rights and freedoms." The International Covenant on Civil and Political Rights declares that a government "may not stand in the way of people learning about their rights." Although news report refer to human rights every day, "human rights literacy" is not widespread. Students of law and international relations or political science may study human rights in a university setting, but most people receive no education about human rights. Even human rights activists usually acquire their knowledge and skills by self-teaching and direct experience. When people say, "I've got my rights," they usually think of those civil and political rights, which includes freedom of assembly, freedom of worship, and the right to a fair trial. Few, however, realize that social, economic and cultural rights such as health care, housing or a living wage, are also human rights guaranteed in the UDHR. People who do not know their rights are more vulnerable to having them abused and often lack the conceptual framework to effectively advocate for them. Growing consensus around the world recognizes education for and about human rights as essential. It can contribute to the building of free, just and peaceful societies. Human rights education is also increasingly recognized as an effective strategy to prevent human rights abuses. Human rights education also provides a basis for conflict resolution and the promotion of social order. As a value system based in respect and the equality and dignity of all people, human rights can create a framework for analyzing and resolving such differences. Human rights education also teaches the skills of negociation, mediation and consensus building. Human rights education teaches both about human rights and for human rights. Its goal is to help people understand human rights, value human rights, and take responsibility for respecting, defending, and promotion human rights. An important outcome of human rights education is empowerment, a process through which people increase their control of their own lives and the decisions that affect them. Education about human rights provides people with information. It includes learning about the inherent dignity of all people and their right to be treated with respect. About human rights principles, such as the universality, indivisibility, and interdependence of human rights. About how human rights promote participation in decision making and the peaceful resolution of conflicts. About the history and continuing development of human rights. About international law, like UDHR. About using human rights law to protect human rights and to call violators to account for their actions. Education for human rights helps people feel the importance of human rights, internalize human rights values and integrate them into the way they live. These human rights values and attitudes includes. The strengthening respect for human rights and fundamental freedoms. Empathizing with those whose rights are violated and feeling a sense of solidarity with them. Recognizing that the enjoyment of human rights by all citizens is a precondition to a just and humane society. Education for human rights also gives people a sense of responsibility for respecting and defending human rights and empowers them through skills to take appropriate action. These skills for actions include: recognizing that human rights may be promoted and defended on an individual, collective and institutional level. Developing critical understanding of life situations. Realizing that injust situations can be improved. Analizing factors that cause human rights violations. Knowing about and being able to use global, national and local human rights instruments and mechanisms for the promotion of human rights. Strategizing appropriate responses to injustice.
Human rights education is a never-ending process which must be part of life-long learning opportunities for all citizens in all countries, regardless of age and level of education. The ultimate goal is to form attitudes and provide knowledge which lead to good practices of human rights for all. The development of communities where people are enabled and empowered to contribute to the joint efforts of creating a viable society for all, depend on an environment which allow their skills, experiences and opinions to be taken into account. This is true for so-called developed countries as well as for those ravaged by war and conflict and needing to be rebuilt. The United Nations is placing great importance on the education, advancement and monitoring of human rights. Principles of Human Rights Education: Ideally, human rights should be taught at all levels, with methods appropriate to the age levels. Human rights should inherent in all subject, but could be given a special focus as relevant in history and civic education. Special booklets for human rights education can be profuced as supplements, for example to the history textbooks. especially in establishing a new subject. The emphasis of the new subject should be on practice rather on theoretical knowledge.
