REPORT OF UNESCO EXPERT MEETING ON - APCEIU

Endnotes
1 United Nations General Assembly resolution 41/128 (4 December 1986).
2 Our Common Future - From one earth to one world, World Commission on Environment and Development,
(London: Oxford University Press, 1987).
3 Nguyen Thanh Hoan, Teacher Training in Vietnam, Hanoi University of Education, 2004.
4 This issue came up in the discussion during the South Asia Workshop on Human Rights Education in
Schools, organized by HURIGHTS OSAKA in 2005 (December 2005, Delhi).
5 There are now 17 national human rights institutions/offices established across the Asia-Pacific region, see
www.asiapacificforum.net for the list of countries with such institutions/offices.
6 The reports from the national human rights commissions of Thailand and Malaysia in the recent Roundtable
Discussion on "Engaging ASEAN Governments on Human Rights Education" on 23-25 March 2006 held in
Bangkok, are recent examples of the problem of misconception of human rights.
7 National Council of Educational Research and Training, National Curriculum Framework for School
Education, National Council of Educational Research and Training (Delhi, 2000), page 23.
8 One count of such national action plans (including programs of national human rights institutions) on human
rights/human rights education reveals 13 countries in the Asia-Pacific adopted them during the 1994-2005
period. See Human Rights Education in Southeast Asian Schools powerpoint presentation of Jefferson R.
Plantilla in the Roundtable Discussion on "Engaging ASEAN Governments on Human Rights Education" on
23-25 March 2006 held in Bangkok.
9 MAKABAYAN includes Social Studies, Music, Arts, Physical Education, Technical and Livelihood
Education and Values Education.
10 Osamu Abe describes this course in the following manner: "A course entitled “Period for Integrated Study”
(PIS) was introduced in 1998 by the Ministry of Education. This course is mandatory, and follows crosssectoral
and comprehensive studying activities. These studies are related to the life environment of students
including topics such as international understanding, information, environment, welfare and health. Each
school is able to select the topical content of these studies. PIS was implemented in all primary and secondary
schools in 2002. PIS was established to provide children with direct experiences about nature and human
relations." in A Situational Analysis of Education for Sustainable Development in the Asia-Pacific Region,
revised edition (Bangkok: UNESCO Bangkok, 2005), page 17.
11 The survey, a project of HURIGHTS OSAKA, was undertaken in India, Japan, the Philippines and Sri
Lanka during the 2004-2005 period.
12
See SUHAKAM, "Assessing Knowledge of Human Rights Practices in Malaysian Schools" in Human
Rights Education in Asian Schools, volume 8 (Osaka: HURIGHTS OSAKA, 2005); Anita Magbitang-
Chauhan, Marites Dalangin, Lolita Santos and Lasila Reyes, "Philippines: Human Rights Education in Nueva
Ecija" in Human Rights Education in Asian Schools, volume 3 (Osaka: HURIGHTS OSAKA, 2000); and
Pesus Chou, Meei-Yuan Liou, Hong-Jen Chang, "The Present Status of Human Rights Perception and
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