Electronic Resource
Centre for Human Rights Education: Table
of Contents | This volume is the second in the publication series titled Human Rights Education in Asian Schools. Similar to the first volume, cooperation of so many people and institutions made this publication possible. First to be recognized are those who prepared papers for the subregional workshops held in 1998 by HURIGHTS OSAKA in Southeast, Northeast and South Asia in cooperation with several national institutions. Their papers constitute the majority of the articles in this volume. And in order to complete the coverage of initiatives on human rights education in schools, additional papers were solicited from Hong Kong, Sri Lanka, Indonesia and Japan. We express our gratitude to all of them. We acknowledge their support for HURIGHTS OSAKA's aim of documenting experiences on human rights education in Asian schools and informing people in Asia-Pacific about them. Help in preparing the publication was provided by Muriel Ordoņez, chief editor of Paragraphics (Philippines), who checked all the papers and made sure that the ideas are clearly expressed. She worked under time pressure but she finished the task despite her own heavy work load. We therefore express our deep appreciation for her work. We are also grateful to Sachi Takahata and Kazuhiro Kawamoto (HURIGHTS OSAKA) for doing the lay-out of this volume. Lastly, recognition is due the Ford Foundation (New Delhi office) for
providing financial support for this publication.
We are fortunate for having the opportunity to meet and interact with various human rights educators in Asia in 1998. We learned more about their hopes as well as problems in making students appreciate the idea of human rights. We recognize their struggle to make human rights education a permanent key component of formal education. We are thus sharing with other interested persons the ideas and experiences of these human rights educators through this publication. We hope that this publication will help promote human rights in the region and encourage more people to support the development of human rights education programs in schools. The papers in this collection attest to the fact that there is a sufficient interest in human rights education in schools in various countries in Asia. The need to develop them further is quite clear. Lessons learned from their experiences ought to be applied in evolving new approaches as well as in strengthening existing programs. While we laud the achievements, we also warn of the challenges ahead. May this publication serve the interest of all those who are committed
to make human rights a reality for all. Dong-hoon Kim
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Electronic Resource Centre for Human
Rights Education:
Human Rights Education in Asian Schools, Volume Two