1. The World Programme for Human
Rights Education
(2005-ongoing)

2. The World Programme for Human Rights Education
(2005-ongoing)
The plan of Action of the World Programme for Human
Rights Education was adopted by all Members States of the
United States of the United Nations General Assembly on
14 July 2005.
It highlights key actions to be undertaken by ministries of
education and other school and civil society actors
working in partnership to integrate human rights
education effectively in the primary and secondary
school systems.

3. The World Programme for Human Rights Education
(2005-ongoing)
Human rights education activities should convey fundamental human
rights principles, such as equality and non-discrimination, while affirming
their interdependence, indivisibility and universality. At the same
time, activities should be practical, relating human rights to learners’ real-
life experience and enabling them to build on human rights principles found in
their own cultural context.
Through such activities, learners are empowered to identify and address
their human rights needs and to seek solutions consistent with human
rights standards. Both what is trained and the way in which it is trained
should reflect human rights values, encourage participation and foster a
learning environment free from want and fear.

4. The Plan of Action:
key elements
• Educational policies
• Policy implementation
• The learning environment
• Teaching and learning
• Education and professional development of school
personnel
Whatever the status of human rights education or the situation or type of
education system, the development of human rights education should be
on each country’s agenda. That is why each country should establish
realistic goals and means for action in accordance with national
context, priorities and capacity.

5. Human Rights Education
Topics

6. Human Rights Topics
1. Protecting life and the
individual in society
To establish a clear sense of
humanity as a composite of
individuals, the teacher can
explore with students the
concept of what being “human”
means. This is a more
sophisticated form of the activities
in Chapter Two on confidence and
respect. Human beings are social
creatures; we have individual
personalities, but we learn most
things by living with others. Hence
work about the individual is work
about society too.

7. Human Rights Topics
2. War, peace and human rights
The Universal Declaration of Human Rights (UDHR) was written in response to the
devastating events of the Second World War. Since peace, disarmament, development
and human rights are interrelated issues, a comprehensive approach to teaching
for human rights is studying the international political and economic issues that
would deepen students’ understanding of why peace is so hard to preserve. A study
of developmental imbalances and ecological problems are also endemic; they are not only
violent in themselves, but may contribute to sowing the seeds of war.

8. Human Rights Topics
3. Freedom of
thought, conscience, religion, o
pinion and expression
Freedom of
thought, conscience, religion, opinion
and expression is central to a human
rights culture. The Convention on the
Rights of the Child gives these rights to
children based on their developing
maturity, including the freedom to change
religion or belief, to hold opinions without
interference and to seek, receive and
impart information and ideas through any
media and regardless of frontiers.

9. Human Rights Topics
4. The right to privacy
Article 16 of the Convention on the Rights of
the Child gives a child the right to protection
from interference with privacy, family, home
and correspondence and from libel or
slander. However, like many other rights
guaranteed to children in the Convention, the
extent to which it can be exercised depends
on the child’s evolving capacity.

10. Human Rights Topics
5. The freedom to meet and take part in public affairs
The freedom for communities’ members to meet together and organize their affairs make
communal involvement very important, while its denial would deprive society of one of
its richest resources: the skills and talents of its own people. To
students, opportunities for community service outside the school can, for instance, become
the basis for a lifelong contribution to social and political affairs.

11. Human Rights Topics
6. Social and cultural well-being
The Universal Declaration and the Convention on the Rights of the Child provide for people
to rest, learn, worship as they choose, share freely in the cultural life of the community and
develop their personalities to the full. Schools should give students access to the arts
and sciences of their region and the world and foster respect for the child’s cultural
identity, language and values, as well as those of others. Article 18 of the Convention on
the Rights of the Child recognizes the joint primary responsibility of both parents for
bringing up their children and article 20 provides for special protection for children without
families, either in an alternative family or in an institution.

12. Human Rights Topics
7. Discrimination
No person is more of a human being than another and no person is less. Essentially we are
all equal, and equally entitled to our human rights. Suggesting that one group is superior or
inferior simply because of race, colour, sex, language, religion, political opinion or national or
social origin, this is discrimination. No teacher can avoid the issue of discrimination. Human
equality, and the life-chances and life-choices it promotes, does not just happen. It has
to be taught, not least by exploring stereotyped attitudes and prejudices, by helping
students to understand that they can be competent and caring, and by providing
appropriate and accurate information.

13. Human Rights Topics
8. The right to education
Although everyone has the right to
education, many never receive an
education that fulfills article 29 of
the Convention on the Rights of
the Child and fosters “the
development of the child’s
personality, talents and mental and
physical abilities to their fullest
potential” (CRC, article 29.1).
Millions of children never have the
opportunity to attend school at
all, with the consequent limitation for
them to enjoy other human rights.

14. Human Rights Topics
9. Development and the environment
The issues of development, human rights and the environment are
interdependent, since development is meant to be people-centred, participatory
and environmentally sound. It involves not just economic growth, but equitable
distribution, enhancement of people’s capabilities and widening of their choices.
The right to development includes:
 full sovereignty over natural resources,
 self-determination,
 popular participation in development,
 equality of opportunity,
 the creation of favourable conditions for
the enjoyment of other civil, political,
economic, social and cultural rights.