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Lessons Learned From Rights-Based Approaches in ... - HRBA Portal

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The UNESCO-<strong>in</strong>itiated Project “Conflict Prevention and Resolution through<br />

Education –Education for Peace and Development” <strong>in</strong> 18 villages <strong>in</strong> two communes<br />

(Trapeng Phleng and Taken) <strong>in</strong> the Koh Sla region <strong>in</strong> Kampot Prov<strong>in</strong>ce is one such<br />

<strong>in</strong>itiative that uses strategies that have rights-based elements <strong>in</strong>tertw<strong>in</strong>ed with<strong>in</strong> (see<br />

Box 1 below) and have demonstrated how, through the use of education as an entry<br />

po<strong>in</strong>t <strong>in</strong>to the communities, conflicts <strong>in</strong> a society (that have been hitherto dom<strong>in</strong>ated<br />

by conflict) can be mitigated.<br />

Box 1: The Human-<strong>Rights</strong> <strong>Based</strong> Approach to Educational Programm<strong>in</strong>g<br />

The Human-<strong>Rights</strong> <strong>Based</strong> Approach to educational programm<strong>in</strong>g <strong>in</strong>volves an<br />

analytical and methodological framework that comb<strong>in</strong>es human rights norms and<br />

pr<strong>in</strong>ciples with good programm<strong>in</strong>g practices <strong>in</strong> the education sector as follows:<br />

*Builds on agreed norms and standards <strong>in</strong> <strong>in</strong>ternational treaties, conventions, and<br />

declarations related to education;<br />

*Is a tool for identify<strong>in</strong>g, plann<strong>in</strong>g, design<strong>in</strong>g, implement<strong>in</strong>g, and monitor<strong>in</strong>g<br />

education development activities from a human rights perspective;<br />

* Integrates human rights norms, standards, and pr<strong>in</strong>ciples <strong>in</strong> all phases of the<br />

programm<strong>in</strong>g process;<br />

* Ensures that all programm<strong>in</strong>g activities further the realisation of the right to<br />

education;<br />

* Encompasses the importance of quality and relevance of education, as def<strong>in</strong>ed <strong>in</strong> the<br />

Dakar Framework for Action and which <strong>in</strong>cludes:<br />

1.the well-be<strong>in</strong>g of learners<br />

2.relevance of content and outcomes<br />

3.quality of teach<strong>in</strong>g and learn<strong>in</strong>g processes<br />

4.suitability of learn<strong>in</strong>g environments<br />

* Ensures that programme activities contribute to the development of capacities of<br />

‘duty-bearers’ and ‘rights-holders’;<br />

* Insists that a rights-based approach to education programm<strong>in</strong>g <strong>in</strong>volves four key<br />

actors:<br />

the Government and its <strong>in</strong>stitutions, as duty-bearers<br />

the child, as rights-holder/claimer<br />

parents, as representatives of the child<br />

teachers, as both rights-holders and duty-bearers<br />

* Insists that no right can exist without a correspond<strong>in</strong>g Governmental obligation –<br />

the obligation “to respect, protect, and fulfil the right to education”;<br />

* Builds on the 4-A scheme 15 presented <strong>in</strong> the Manual on <strong>Rights</strong>-<strong>Based</strong> Education<br />

developed by UNESCO Bangkok and the UN Special Rapporteur on the Right to<br />

Education.<br />

This <strong>in</strong>itiative assumes more significance as it has been undertaken <strong>in</strong> participation<br />

with the public sector – relevant Government departments – and an NGO <strong>in</strong> an area<br />

15 The 4-A Scheme <strong>in</strong>volves government obligations to make education available, accessible,<br />

affordable and adaptable so that children worldwide can realise their right to education.<br />

41

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