REPORT OF UNESCO EXPERT MEETING ON - APCEIU

The concept of “progressive measures” should be carefully noted. It provides an answer to the oft-repeated
government excuse of lack of resources in failing to comply with obligations under the human rights
instruments. In general, the realization of human rights can be done by stages using whatever available
resources are there – this is so-called progressive realization. Governments are not asked to ensure immediate
fulfilment of all rights, but a sincere effort to realize them (alone or with the support of the international
community) over a reasonable period of time is expected. This also implies that governments should not be
violating human rights at the same time, as it affects the progressive measures.
For purposes of having more comprehensive and relevant discussion of human rights in various subjects at
the primary and secondary levels, the Convention on the Rights of the Child (CRC) should be a major
reference document.
Using both UDHR and CRC, human rights should be discussed in relation to environment, health,
development, social security, among others. Concepts of non-discrimination, participation, due process,
government obligation/responsibility/role, and accountability should be part of the discussion as relevant
human rights principles. 28
The UDHR-CRC combination can be useful in defining education in human rights terms. The UDHR
provides that education “shall be directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedom …[and] promote understanding,
tolerance, peace and friendly relations between nations and all racial or religious groups." The CRC provides
details about the objective of education. It should be directed to the
• development of the child’s personality, talents, and mental and physical abilities to their fullest
potential;
• development of respect for human rights and fundamental freedoms, and for the principles
enshrined in the Charter of the United Nations;
• development of respect for the child’s parents, his or her own cultural identity, language, and
values; for the national values of the country in which the child is living or the country from which
he or she may originate; and for civilizations different from his or her own;
• the preparation of the child for responsible life in a free society, in the spirit of understanding,
peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national, and religious
groups and persons of indigenous origin (Article 29 [1] [a, b, c, d]).
Discussing education based on UDHR and CRC provisions would set the stage for the human-rights-oriented
teaching/learning process.
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