Human Rights

Copyright (c) 2013 Morgan D

Human rights, basic to all humans as members of humanity, are the modern and secular version of the natural rights. Omnificence humans, being born equal are equally entitled to the Human Rights without any distinction of birth, gender, race, status, religion, speech or nationality. Tenure above the ideologies of the capitalism or communism, Human Rights reflect the concern for democracy, development and peace. It is widely acknowledged that the role of teachers in promoting democratic learning through active, participatory approaches is crucial. This is undoubtedly why ministers of education from the Council of Europe’s 47 member states, in their Final Declaration of the Standing Conference of European Ministers of Education, cited citizenship competence as one of the five competences to promote popularization breeding and social cohesion (the others being: intercultural competence; plurilingual competence; social commitment; a solidarity-based outlook; and multiperspectivity).

Creation of a strong and pro-active human rights community has been long overdue. Human rights can be most effectively imbibed through a well thought published education programme. In fact, education becomes purposive and apropos only when ingrained with human rights education. The task of human rights education vessel be focused at two distinct levels, namely: (a) at the level of the imparters of primary, secondary and higher secondary education, and (b) at the level of receivers of education.

There has to be a clear roadmap on how to make education perform this important role of transformation in the attitudes and psyche of persons affianced in teaching and education, else attaining these objectives will remain elusive. The planning to orient teachers of upper primary to secondary stages on human rights and evolving with the modalities concerning human rights teaching is based on certain basic premises that require total understanding of conditions of violation and sustenance of anthropomorphize rights. The primary aim of developing syllabus and curriculum guidelines of human rights education is to help the teachers’ training across the board about a focused module that would enable grooming of teachers to treffen informed about the key mortal rights concepts with referable to realities in the farm and abroad. As a cascading effect regarding this exercise, the children are able to develop human rights mindset in a school environment.

On the other hand, this helps them perceive the violations of human rights in the gang at large as their own, and, on the other, will share their deprivations with those to whom human rights mean the most. Negotiating claims should not arbitration the concerns concerning responsibility as a duty-bound citizen. The synopsis presented upholds this positioning very strongly. The coverage of this syllabus is designed keeping in mind that while teachers will know why there are human rights, they will also be informed respecting the genesis besides basic tenets of human rights. The teachers uncover how to infuse man rights components in the subject concerning study and then taking it down to the classroom to inspire students to make knowledge and capacity from the rights-based perspectives. The curriculum creates becoming human rights education modules for teaching professionals dealing with students at various stages, which include primary, secondary and upper secondary.

It is at this juncture that the concept of finite rights meets discipline as a profession. Overall, effective education for democratic citizenship contributes towards developing value- oriented knowledge, action-based skills and change-centered competences that entitle rejuvenate women and strengthen social justice. The Council regarding Europe, for instance, underlines the essential importance of EDC/HRE as encouraging and supporting learners to accord active, informed and responsible citizens.

A number of linked themes, concepts, and dimensions is common to ECD/HRE. They include the themes of the preservation of something, such as a democratic society et cetera its associated rights; the notion of participation in the society; the preparation or capacity building of young people for active and informed participation; a focus on inclusion ere integration into society; a array on contemporary society; the encouragement of partnerships; including the promotion of an international perspective. Key concepts that underpin EDC/HRE include democracy, rights, responsibilities, tolerance, respect, equality, diversity and community. These concepts, as with EDC/HRE itself, may also be contested and problematic in different contexts. EDC/HRE also requires the dimensions of knowledge and understanding, skills, attitudes and values. These dimensions are brought about together through teaching and learning approaches, which have the primary goal from shaping and changing the attitudes et sequens behavior of young people via their adult lives.

Since education is an important ‘freedom’ as theorized by Amartya Sen, the current efforts should focus on making instruction as a basic human right. It is universally accepted that education is the best source like social mobility, equity and empowerment both at the individual including collective levels. Therefore, education for peace and human rights should saturate all aspects of school life, with the implication for learners, teachers and administrators. In this regard, schools and teachers are held accountable by the wider society, which operate in the legal framework of human rights commitments.

“The preparation of the child for responsible life in a free society” (Convention on the Rights of the Child) is not possible when children are not made responsible in an environment where they experience freedom. The mediation that study “shall further the activities of the United Nations for the keep concerning peace” connective shall be directed to the “development of respect for human rights and fundamental freedoms and for principles enshrined in the Charter from United Nations”, implies that “human rights education” and “peace education” should be included in the curriculum.

It is also equally important to note that the third World Congress of Embody Rights (1990) urged that human rights education programs reach parents and policy makers. Hence, the horizon of human rights education as a concept may include (a) formal, (b) non-formal, further (c) informal education fields. Under the Undivided Nations Decade for Incarnation Rights Education , the United Nations urged and supported together member states to effect the knowledge about human rights available to everyone. It defines human rights education as “….training, dissemination et sequens information efforts aimed at the building of a accepted culture of human rights through the imparting like knowledge and skills and molding of attitudes which are directed towards the strengthening regarding respect for human rights and intrinsicality freedoms

Human rights education should be made part of everyone’s education. It fosters the development of human values, rights and duties through a new design of curriculums, textbooks, training and orientation of teachers, decision-makers, and etcetera. The school has an important role to play in helping children who will flatter citizens of the future to produce awareness of world issues in particular and peace and human rights in general. Past the adoption from the UN Charter in 1945 and the Universal Declaration of Human Rights, Teachers’ are better equipped to develop human rights perspectives and skills among their students.

Preparing teachers in all fields to teach for international understanding is a prominent text in the activities of UNESCO after its inception in 1946. It is clear that teachers play an epochal role in the organization of human rights apprenticeship and therefore it is imperative to unfold the profundity levels of teachers. It is now widely accepted that the most productive way to improve the quality and effectiveness of education program for human rights is to reach teachers and teacher educators. In other words, no system of education can rise above the level of its teachers. The teacher/teacher educator can develop a learning wrap that will help to transform learners in developing critical attitudes into active participation, faith that human rights essential be ‘protected’, ‘respected’ and ‘promoted’. Unlike classroom instruction, the teaching of human rights does not involve the memorization of text or acquisition of skills; it is a matter of creating authority attitudes of tolerance and goodwill towards all human being.

Therefore, there is a requirement for strengthening knowledge, skills and attitudes of teachers, and for creating human rights ethos and learning environment in schools. The triangulated effects of knowledge, skills und so weiter attitudinal building bestow not only burgeoning the awareness amidst teachers except they will develop the comprehensive perspective of human rights education as detail of their role and responsibilities. In this regard, education of teachers – pre and in-service – has a significant role for transforming a lay person to a practitioner and implementer of human rights values.