REPORT OF UNESCO EXPERT MEETING ON - APCEIU

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provides the space for learning about relevant rights. In the same way, learning of values may lead to understanding of human rights if there is a conscious effort to link them. Under the integration approach, human rights are seen as most appropriate topic in the social sciences subjects (social studies, history, economics) and also in language/literature subjects. In the case of the Philippines, most educators see human rights as appropriate for a learning area called Makabayan 9 under which values education is part. In the case of Japan, the so-called synthetic/integrated subject is considered appropriate for human rights education. 10 The Philippine and Japanese curriculums do not foreclose the teaching of human rights in other required learning areas. A recent 4-country survey provides an “indicative” picture of human rights awareness among students. 11 The survey shows that while education policies supporting human rights education are in place, there is generally weak implementation at the school level. Most schools rely on the already prescribed teaching of constitutional rights, and do not cover international human rights instruments. While students generally know or have heard of human rights, they do not seem to understand the principles involved such as the universality principle, or do not know how they apply. They are also seemingly confused as to whether human rights are taught as a topic integrated into various subjects in the curriculum, or as separate subject. An important finding of the research is the difference between students in urban centers (or more advanced schools) and those in rural areas as far as human rights awareness or interest is concerned. Rural students tend to have higher awareness or interest in human rights. A possible explanation is the situation they are in. Rural students tend to witness or probably suffer from the conflicts, injustices and other problems in their daily lives and thus have sharper sense of what could be human rights violations. The finding in this survey about the gap between knowledge of human rights (however they are defined) and their practice confirms the findings of other human rights awareness surveys. 12 Human rights education faces the main challenge of facilitating acquisition of knowledge, and the development of skills and attitude, on human rights, and their practice at personal and societal levels. What makes an education human rights education? Human rights education has been defined and redefined through the years. There are several United Nations (UN) documents defining human rights education. 13 <strong>UNESCO</strong> itself has several major documents on human rights education issued from the 1970s till 1990s. 14 In order to have a common framework, it is best to adopt the latest statement of the definition under the UN World Programme for Human Rights Education, whose first phase plan focuses on the formal education 108
system. The first phase plan is jointly being implemented by the Office of the UN High Commissioner for Human Rights and <strong>UNESCO</strong>. The first phase plan provides the following definition: human rights education can be defined as education, training and information aiming at building a universal culture of human rights through the sharing of knowledge, imparting of skills and moulding of attitudes directed to: (a) The strengthening of respect for human rights and fundamental freedoms; (b) The full development of the human personality and the sense of its dignity; (c) The promotion of understanding, tolerance, gender equality and friendship among all nations, indigenous peoples and racial, national, ethnic, religious and linguistic groups; (d) The enabling of all persons to participate effectively in a free and democratic society governed by the rule of law; (e) The building and maintenance of peace; (f) The promotion of people-centred sustainable development and social justice. One notes the overlap between this definition and the definition of education for sustainable development (ESD). Human rights education under this definition covers sustainable development, social justice, peace, gender equality, democracy, etc. One can say that since ESD includes human rights, then ESD is a form of human rights education. What distinguishes an education as human rights education is the presence of a particular purpose of “strengthening of respect for human rights and fundamental freedoms.” All other elements in the list above can be any other education. What to teach and learn The first phase plan of WPHRE emphasizes the following components of human rights education: 15 a. understanding of the basic human rights and their principles b. development of an attitude of non-discrimination c. development of capacity to analyze problems in order to find solutions d. empowerment of communities and individuals e. use of human rights principles found in local cultures, history and social development f. development of knowledge and skills on using human rights instruments and mechanisms g. use of participatory pedagogies h. creation of teaching and learning environment that fulfils human rights i. making human rights relevant to the daily lives of the students. As indicated in several surveys on human rights awareness as well experiences in holding human rights education activities, there is a need for a clear understanding of what "rights" and "human rights" mean. This can help correct the oft-repeated view that studying human rights leads to indiscipline, selfish attitude, 109
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Report Expert Meeting on Education
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List of Acronyms and Abbreviations
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Summary of Sessions Session I: Envi
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integrated into an already crowded
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ecognized. This strategy should sim
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inging together existing initiative
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• A mix of well-established centr
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Redefining the General Concept of E
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As well known to all concerned peop
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international organizations and UN
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Chapter 36 of Agenda 21 (1992): (1)
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Table 2 Space-wise Goals of Environ
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References Committee of Ministries
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nature; countries such as China, Ta
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other, this study concentrated upon
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social sciences (especially ecologi
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Box 1: A Suggested Set of Concepts
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(1992: 83) notes on this point that
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sustainable development. This invol
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Thus, effective changes to classroo
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Appendix 1: Summary of Findings Tab
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Table 3: Environmental concepts: Re
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Table 7: Importance and reliability
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Table 12 Actions to improve the env
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Environmental and Economic Perspect
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However what goes as "environmental
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neo-liberal economic orthodoxies be
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• Appropriate Development • Con
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Notes: (incomplete) 1. Meghnad Deas
Page 59 and 60: ‣ The life style of the wealthier
Page 61 and 62: development. The social, environmen
Page 63 and 64: Interdependence - Aspects and impac
Page 65 and 66: Knowledge of alternatives Knowledge
Page 67 and 68: project is to initiate a process le
Page 69 and 70: In sum, may I suggest that ESD and
Page 71 and 72: Bank, WTO, APEC, and NAFTA). Howeve
Page 73 and 74: willing to shine their light on vio
Page 75 and 76: major challenge for ESD. Finally, i
Page 77 and 78: In the August 2005 UNESCO-supported
Page 79 and 80: commitments, hopes, despairs and dr
Page 81 and 82: for International Understanding (AP
Page 83 and 84: Cultural Diversity and Intercultura
Page 85 and 86: The APNIEVE teaching-learning proce
Page 87 and 88: Non discrimination on grounds of so
Page 89 and 90: Reconciliation with Indigenous Peop
Page 91 and 92: Bruntland report defined sustainabl
Page 93 and 94: the constituents of socially sustai
Page 95 and 96: consequential social-political and
Page 97 and 98: more autonomy to manage their own l
Page 99 and 100: Development Group, World Bank 2003:
Page 101 and 102: unappreciated in most countries. Th
Page 103 and 104: also be given due attention. 2 Inte
Page 105 and 106: Discussion Paper 296. Brighton: Ins
Page 107 and 108: Human Rights in Education for Susta
Page 109: Everyone has an agenda to lobby gov
Page 113 and 114: standards higher than the internati
Page 115 and 116: functional literacy, as well as, in
Page 117 and 118: Rights (UDHR) which provides an ove
Page 119 and 120: Application of human rights concept
Page 121 and 122: sustainable development This framew
Page 123 and 124: Issues Human rights 1. Food and hea
Page 125 and 126: Final note Human rights education i
Page 127 and 128: Behavior and their Relationship to
Page 129 and 130: International Network of Institutio
Page 131 and 132: History of This Project and Documen
Page 133 and 134: The responses to the surveys showed
Page 135 and 136: • Undertook research on infusing
Page 137 and 138: National Workshop on ESD and Teache
Page 139 and 140: The second outcome is enhanced awar
Page 141 and 142: National Taiwan Normal University,
Page 143 and 144: printed on a separate strip of pape
Page 145 and 146: to reorient education to address su
Page 147 and 148: References Commission on Sustainabl
Page 149 and 150: Nuturing Relationships: a Pacific P
Page 151 and 152: Relationships: a core Pacific value
Page 153 and 154: to face the same conflicting emphas
Page 155 and 156: Soon after the launch of the Teache
Page 157 and 158: peace and sustainable development i
Page 159 and 160: strong cultural identities, has com
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REFERENCES Curle, A. 1971. Making P
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• revision of the teacher educati
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13. Population and development 14.
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studied in any order to suit the in
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local decisions about term/semester
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Evolving Environmental Education an
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Table 1: Objectives of Environmenta
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It was developed to focus on: (1) s
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II. United Nations Decade for Educa
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III. Evolving Environmental Educati
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ACCU - UNESCO Cooperation for the A
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2006-2007 ACCU-UNESCO Asia-Pacific
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The ACCU-UNESCO Asia-Pacific Innova
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10. SELECTION OF CANDIDATE PROJECTS
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demonstrate the following features:
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2006-2010 ACCU- UNESCO Asia-Pacific
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Pacific Regional level, and efforts
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Education Division Asia/Pacific Cul
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in peace and equity, cultural diver
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war has been followed by new inter-
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• Strengthen national and regiona
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Member States to promote EIU; 3) Di
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• 1 st TTW, July10-13, 2001, in I
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Linkage with UNESCO Institutions/ S
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opportunities to revisit EIU and ES
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published this year in the fellows
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the Consultation on Developing EIU
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-Capacity building: From the perspe
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(a) Learning Outcomes Matrix- Child
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• Is aware of the trainees’ bac
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• What expectations do authoritie
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•Works from the heart •Is enthu
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• Strengthen partnership and netw
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UNESCO Expert Meeting on Education
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7. Mr. Jefferson R. Plantilla Asia-
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