 | CONTEMPORARY ISSUES in HUMAN RIGHTS EDUCATION |
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From CONTEMPORARY ISSUES in HUMAN RIGHTS EDUCATION Published by the United Nations Educational, Scientific and Cultural Organization - UNESCO 2011 120 page PDF available at http://unesdoc.unesco.org/images/0021/002108/210895E.pdf A quality education is considered one that, among other outcomes, addresses the ignorance and mistrust that lead to human confl ict. This can only be achieved through learning that is relevant, pedagogically sound and based on meaningful participation. Indeed, human rights education encompasses a wide range of values, among them peace, non-discrimination, equality, justice, non-violence, tolerance and respect for human dignity. By promoting recognition of and respect for human rights in all societies, it empowers learners so that they might actively contribute to the building of a sustainable and peaceful future. UNESCO’s work on human rights education is framed by the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education Relating to Human Rights and Fundamental Freedoms, which was adopted by the General Conference in 1974, as well as by major international instruments such as the Universal Declaration of Human Rights. Building on this normative framework, UNESCO contributes to the implementation of the World Programme for Human Rights Education (WPHRE), which began in 2004 as a follow-up to the United Nations Decade for Human Rights Education (1995-2004). In this context, the Organization supports its Member States to design and execute inclusive policies on human rights education through advocacy, targeted actions and the exchange of information. UNESCO also plays a leading role in international initiatives such as, in 2010, the United Nations International Year for the Rapprochement of Cultures, which highlighted the benefi cial effects of cultural diversity and the importance of borrowings, transfers and exchanges between cultures in promoting respect for human rights. Human rights education must constantly evolve in order to respond to the changing needs and circumstances of today’s societies. Furthermore, it is not enough to simply educate children on tolerance and non-violence in the classroom if they are exposed to violent acts or prejudices within their homes or communities. Intercultural dialogue cannot be described as a best practice without being demonstrated and reinforced by educators, parents, the community and wider civil society. Only through a holistic and cooperative approach can human rights education be truly effective in guaranteeing respect for the rights of all. |