Electronic Resource
Centre for Human Rights Education: Table
of Contents | Human Rights Education in Bangladesh: BRAC Program A.Z.M. Sakhawat Hossain Bangladesh Rural Action Committee
(BRAC) The People's Republic of Bangladesh is a land of diverse attractions and a centuries-old cultural heritage. It lies in South Asia, surrounded by India except for a short southeastern frontier with Myanmar and a southern coast fronting the Bay of Bengal. It is small, with an area of 143,999 square kilometers, and a large population of 122.2 million. Located in one of the wettest regions of the world, Bangladesh's tropical monsoon climate brings rain-bearing winds, warm temperatures and high humidity. During the summer and monsoon seasons, tropical cyclones, storms and tidal bores cause widespread damage and destruction. However, an early warning system and evacuation facilities have greatly reduced loss of life. Its people include Muslims (87 percent), Hindus (12 percent), and Buddhists, Christians and others (less than 1 percent each). Over 98 percent of the people speak Bangla, although English is used as a second language. Bangladesh is a multiparty parliamentary form of democracy, where the Prime Minister is the head of government. The 330-seat National Parliament or Jatiya Sangshad has a normal term of five years. The constitutional head of state is the President. Sixty-five percent of the total labor force is employed in agriculture, which accounts for nearly 46 percent of the country's GDP. Rice and jute are the two main crops. Concerted efforts of a large number of nongovernmental development organizations, including the largest of them, BRAC, have contributed substantially to rural development and poverty alleviation. One of BRAC's main programs is NFPE. Program Description Through NFPE, BRAC has provided basic education to rural children since 1985. The program started with 22 experimental schools after a mother in a functional literacy class asked the staff, "But what about our children—will they have to wait till they are 18 to join your school?" Today, there are more than 34,000 schools catering to more than a million students who cannot afford to go to or who have dropped out of regular schools. In rural Bangladesh, girls are often kept in the house and encouraged to do only housework until they get married. Denied their basic right to literacy and numeracy, they cannot participate in the country's development or enjoy self-development. Rural girls need a non-formal system of education and schools that have flexible schedules, are close to their home, with teachers who understand and support them, and teach not only basic education, but also basic skills to help them perform their roles and responsibilities in their families. NFPE is a four-year course covering a five-year curriculum. Students learn Bangla, Mathematics and Social Studies from grade one, and English and Religion from grade three. More and more older children who have never attended school need special schools. BEOC (Basic Education for Older Children) or Kishori (adolescent girl) schools were opened in 1988. They offer a three-year course that covers a five-year curriculum. This is possible since the students are older and better able to grasp concepts. The schools accept girls from 11 to 14 years old and focus on their special needs, particularly health education. The program emphasizes Social Studies, because the subject covers so many important issues—health, hygiene, unity and cooperation in the family and community, and well as basic knowledge of the natural environment, environmental hazards and gender equity. The third-year Social Studies textbook also incorporates the issue of children's rights. It introduces the South Asia Association for Regional Cooperation (SAARC), the UN and the Children's Rights Summit. We use a poem and illustrations to make the issues more concrete. The poem teaches children about their rights to education, to play, to know, to ask questions, to speak, to have affection, to have shelter, to choose, to be treated equally no matter what their gender. It also include the rights of disabled children. The National Human Rights Situation Human rights violations, especially violence against and oppression of women and children, is a major concern of our government. Our inheritance law, for example, discriminates against women and girls. Gender analysis of key human development indicators shows that in practically every aspect, women in Bangladesh are significantly worse off than men. Households headed by women, which may exceed 4 million, are far more likely than other households to be extremely poor. Over 95 percent of them fall below the poverty line; a third are among the hardcore poor. For centuries, women have been disadvantaged. Women eating last and least is an all too common practice. A 1996 Bangladesh Institute of Development Studies (BIDS) study attributes women's higher death rate and poorer health mainly to the high risk of childbearing in rural Bangladesh. It suggests that as many as "one third of major illnesses of rural women of reproductive age are due to childbirth problems." UNICEF data show that more boys are treated at health centers, while self-treatment is more prevalent among girls, that girl babies are breast-fed for shorter periods, and that the incidence of malnutrition is higher for girls than for boys. The female adult literacy rate is only 69 percent of that for males. Wages are lower for women, even for the same work. Women face discrimination in inheritance, child custody and marriage. Media and other reports suggest that violence against women continues at high levels and that laws to protect women are not enforced. Abuse and Neglect A relatively large number of children in Bangladesh are living in "especially difficult circumstances." They are not only deprived of basic health and educational services, but suffer family stress or breakdown due to poverty, low status (especially girls and ethnic minority groups), floods and disasters, disabilities, nutritional stunting, iodine deficiency disorder, polio, Vitamin-A deficiency and accidents. In very poor households, children eight years old and up may forego schooling to work to support their families. Girls are sent to the towns to work as domestic servants. In the towns, youngsters can be found almost everywhere—working in small, barely mechanized, family-run workshops and factories; collecting fares in public transport; serving in shops, eating places and households. They belong to the unregulated informal sector workforce, and the degree of their exploitation depends on their occupation and employer. Child Prostitution and Sex Workers Prostitution is a serious problem in Bangladesh. With the spread of the AIDS/HIV virus, the demand for younger children is on the rise and more children are forced into prostitution. The factors mainly responsible for prostitution are poverty, unemployment and underemployment, unhealthy social customs, prejudices, early marriage, the dowry system, economic insecurity and women's low social status. The South Asian Plan of Action was formulated to a) organize a network of and train anti-child-trafficking activists, b) establish a data base and share information and experience, c) form a core committee, d) network through training, e) film a documentary about trafficked children and f) organize "mock trials" nationally and regionally. The Rural Development Program (RDP), BRAC's core program, implements this project through BRAC's Human Rights and Legal Education (HRLE) project, which is focused on socially empowering group members. It began in 1986, in the belief that if the group members, who were mostly rural women living below the poverty line, were aware of their rights and knew some basic laws, they would be able to protect themselves against illegal, unfair and discriminatory social practices. The specific objectives of this program are to:
The group members attend 28 HRLE classes over a period of five to six weeks, taught by a fellow member. HRLE teachers are trained at BRAC's training centers on four basic rights and laws: family laws, inheritance laws, land laws and citizen's rights, which include fundamental rights in the Constitution and information from the Criminal Procedure Code. In 1997, with more than 2,000 volunteer teachers, the program trained 276,181 members from RDP areas covering almost all villages in Bangladesh. As a result, group members have not only started to fight oppression in their families, but they have also been able to raise their fellow villagers' consciousness against illegal divorce, polygamy, dowry, violence against women and other social problems. In cooperation with Ain O Shalish Kendra (a legal-aid organization), the program has also started to provide limited legal aid to BRAC group members in two RDP regions. Education for Working Children: A Basic Children's Right Many children under the age of 14 used to work in for garment factories in Bangladesh, in violation of the International Children's Rights Law. U.S. Senator Paul Harkins presented a bill in Congress providing that goods produced by children would not be accepted or sold in the U.S. UNICEF and the U.S. ambassador to Bangladesh, along with the ILO, Bangladesh Labor and Manpower Ministry, and Bangladesh Garment Manufacturing and Exporting Association (BGMEA) signed a memorandum of understanding supporting the bill. The BGMEA, ILO and the ministry surveyed all the garment industries to locate working children under 14. They found more than 10,000. Along with NGOs such as BRAC and GSS they provided them with basic education and a stipend of Tk300 per month. In Dhaka and Chittagong, BRAC now runs 262 schools for such children.
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Human Rights Education in Bangladesh: The Bacha Experience Miriam F. Perlewitz MM Education is more than the academic curriculum. An important aspect of education is developing human relationships. No one can live or function alone. Human rights and duties thus flow from and are determined by relationships, whether in the family, society or religion. Young people today have more opportunities and choices than ever before. They are confronted with technological advancement. They are bombarded by advertising on television. The pace of life is so fast that it propels us into the 21st century with little time to reflect on the why and wherefore of the future. We must deal with the changes in our relationships in every arena of life and business as we adjust to our fast-paced lives. One of the aims of the Education for Life Program is to develop an awareness of the difficulties and problems of modern life. The program provides non-formal education involving self-discovery through reflection on everyday life. Life holds meaning and value in proportion to the quality of our relationships to persons, places and things, making the community and society interrelate and grow together in love, support and encouragement. The program asks us to reflect on our choices and to consider their implications. We hope that the choices will be conscious ones and lead to reasoned-out convictions and not merely emotional reactions to social pressure. The study of human rights involves understanding the basic human condition, the dignity of each person, the value of human relationships and their supportive role. In countries where religion determines culture and values, the focus of education is based on the development of the person and respect for human life. We cannot change religious belief systems and cultural ramifications. We can change the way people understand and value their own and others' lives. Human rights and responsibilities flow from human relationships. It is well to introduce these concepts to children at the primary and the high school levels. For this reason, the functional literacy team designed a curriculum for the first book (class 7) based on daily life experiences and the feelings that flow from them, and the recognition of individual needs, desires and rights. Through various teaching techniques involving student participation, the course helps students recognize the value of time and the causes and dangers of anger; develop self-esteem and self-confidence; and, consequently, recognize and accept others. The second book (class 8) focuses on broadening our relationships with others; becoming aware of verbal, non-verbal, technical and personal forms of communication; learning communication which requires listening and hearing the feelings behind the words; understanding relationships involving strong feelings, either positive or negative; expressing needs and bringing persons into closer relationships; letting go of blocks to communication; resolving hurt feelings; acknowledging change as an essential part of being human, whether one is young or old; enhancing behavior with the help of others; realizing that everything we need to be happy is within ourselves; realizing one's goals. The third book, for class 9 (still to be completed), touches on relationships that affect the nation and the world; values development; choice, alternatives and consequences; our convictions; our choices; our values and character; the hidden agendas in advertising, technology and easy money; the Universal Declaration of Human Rights; freedom, rights, duties, justice, peace and service to others; relationships within our nation and our world; disabled and special people; differences in gender relationships; attitudinal changes; social acceptance; customs and changing times; leadership qualities; ecology and the environment; globalization and its implications. Problems and Difficulties Faced
Social Issues Relevant to Human Rights
Reflections on our Experience
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Annex I DISCOVERY BOOK SHAHOJADA One family occupies one small room in a crowded, dark area. Five to ten or more people may live in each of the rooms which are lined up in rows. Cooking, eating, sleeping, everything is done in the same room. It is dark. This is Mohammedpur, a slum in Dhaka known as Geneva Camp. All who live here are working people. Heads of the families, the women and children, all do various types of work. Some men have roadside trades, some are barbers and some drive rickshaws or vans. The women sew, collect paper, sell vegetables and take care of household chores. Shahojada is a little boy of eight. His father works in a motor repair shop near their home. Shahojada wakes up early. Meanwhile, his mother places a pot of rice on the stove. Shahojada, his father and elder brother go out to work each morning. His sisters wash their faces and hands and then sit down to sew. They bring sewing materials from a shop and make clothes by hand. Shahojada used to lead a free and happy life. His whole day was spent tramping around and playing with friends. He especially liked to collect things from dustbins, roll around on the ground and play marbles. One day his father put him to work in a garage cleaning car parts for Tk60 a month. The owner of the garage is very strict and bad-tempered, but an expert motor mechanic. Two or three other children also work there. They are always afraid of their master. If they are not attentive or neglect their work, he scolds or slaps them. Many young children—some four or five years old—work around the Camp. Shahojada has worked in the garage for the past five months. From the beginning, the master scolded and even beat him several times, but no one defended him. All the working children's families believe that children will learn only if they are strictly disciplined. One day, the master scolded Shahojada so bitterly that the child quit. His father forced him to return to work. Now Shahojada realizes that even if he is beaten and scolded, he has to work from morning to night. Asked whether he wants to go to school, Shahojada is silent for a few minutes and then responds, "Yes, but how? We are very poor." From the garage, he watches children his age on their way to school. He sees their beautiful clothes and bags. Friday is his day off. He enjoys walking around the Camp and playing marbles with his friends. He has heard about the beautiful Children's Park and the Zoo but he has never seen them. On Friday nights he watches television at a club near the Camp. His favorite program is "Arabian Nights" and he also enjoys the Bangla Cinema. When asked about his future, Shahojada does not answer. He has not yet decided what he will do with his life. His parents want him to be a skilled mechanic. Maybe their dream will come true. Children of Shahojada's age are supposed to be in school, well dressed and healthy. But he and many children are forced to work. They ask "Why?" Can we answer their question? Having Read the Story In your Education for Life (EFL) Note Book, copy the sentence that explains your answer to the following questions:
Write in your EFL Note Book. REMEMBER:
Annex II DISCOVERY BOOK OUR BASIC NEEDS In addition to the five basic needs, you may find
other needs in the words below.
They drew up a list of those rights. ALL CHILDREN HAVE THE RIGHT:
Education for Human Rights and Democracy in Indian Schools Arjun Dev The establishment of a democratic and secular political system and reconstruction and modernization of society based on the principles of egalitarianism and recognition and respect for India's cultural diversity were central to the vision of independent India. The Indian National Congress, which represented the mainstream of the independence movement, adopted the Fundamental Rights and Economic Program in 1931. It also expressed its solidarity with anticolonial struggles, movements of social progress and democracy in other countries, and the victims of fascist aggression. The ideals of the independence movement were reflected in the Constitution, which came into force in 1950 when India became a republic. The Constitution lays down the basic framework of independent India's goals and the direction of its development as a nation. The Preamble proclaims the resolve of the people to constitute India into a sovereign, socialist, secular, democratic republic. It ensures to all its citizens social, economic and political justice; liberty of thought, expression, belief, faith and worship; equality of status and opportunity; and fraternity, assuring the dignity of the individual and the unity and integrity of the nation. Part III deals with the Fundamental Rights and Part IV with the Directive Principles of State Policy. The human rights and fundamental freedoms laid down in the Universal Declaration of Human Rights are included in Parts III and IV and various other provisions of the Constitution. Part IV-A on Fundamental Duties, which was added to the Constitution in 1976, lays down as the duty of every citizen to abide by the Constitution and respect its ideas and institutions; to cherish and follow the noble ideals which inspired our national struggle for freedom; to provide harmony and the spirit of common brotherhood amongst all the people of India, transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women; to value and preserve the rich heritage of our composite culture; to protect and improve the natural environment; to develop the scientific temper, humanism and the spirit of inquiry and reform; to safeguard public property; and to abjure violence. Framework of Educational Policies India's educational goals, policies and programs have been spelt out within the framework of the national goals and the principles laid down in the Constitution. India is a Union of States and has a federal structure. The jurisdictions of the union and state governments are clearly defined. However, the two levels of government have always dealt with educational policies as partners. The Resolution on the National Policy on Education of 1968 laid down a common educational structure throughout the country. The implementation of this structure, generally known as "10+2," is almost complete throughout the country. It provides for 10 years of undifferentiated general education with 5 years of primary, 3 years of upper primary and 2 years of secondary education. The National Curriculum Framework was also developed as part of the new structure. The study of one to three languages at different stages, Science, Mathematics, Social Studies and Social Sciences, besides art education, work experience and health and physical education, are compulsory for every student. At the higher secondary stage (grades 11 to 12), differentiated courses are introduced and the student is initiated into the specialized study of a few subjects of her or his choice along with core courses. The National Policy on Education of 1986 visualized the National Curriculum Framework with a common core as a basis for building the National System of Education. Framework of Education for Human Rights and Democracy Over the years, education for human rights and democracy has become an integral goal of education. The first national curriculum framework, formulated in 1975, stated:
The policy has strengthened human rights education by making it an integral part of every subject and at all levels. Most of the common core elements are related to one or another dimension of education for human rights and democracy. The elements are the history of India's freedom movement, Constitutional obligations and national identity. It has been laid down that these elements will cut across subject areas and will be designed to promote values such as India's common cultural heritage, egalitarianism, democracy and secularism, equality of the sexes, protection of the environment, removal of social barriers, observance of the small-family norm and inculcation of the scientific temper. All educational programs will be carried out in strict conformity with secular values. To promote equality, the policy states,
The policy also lays stress on the "combative role" of education in eliminating obscurantism, religious fanaticism, violence, superstition and fatalism. In Part IV of the policy, Education for Equality, various measures are laid down for education for women's equality, education of scheduled castes and scheduled tribes and of other educationally backward sections and areas, of minorities and of the handicapped. These principles are sought to be reflected in the subject courses and textbooks prepared at the national and state levels, and in other activities and programs. The basic approach integrates various aspects and dimensions of human rights and democracy into the existing courses and does not treat them as a separate area of study. Issues of human rights and democracy cannot be set apart from issues of secularism, national integration, gender bias, protection of the environment and many others, which are among the major concerns of languages and literature, social sciences, sciences and other subjects. The approach does not preclude activities and projects exclusively focused on human rights and democracy. Some of the major human rights components included in courses and textbooks are the following:
Activities and projects relating to human rights concerns are also taken up by schools. Framework of Education for Human Rights and Democracy Various issues and dimensions of education for human rights and democracy are reflected in the curricular guidelines, syllabi and textbooks developed at the national level, influencing, in varying degrees, syllabi and textbooks prepared in the states. Primary Stage (Classes I-V) The main relevant subjects are Environmental Studies and Language. Environmental Studies aim to promote knowledge and understanding of the natural and physical as well as of the social and cultural environment. Beginning with the child's immediate environment, the subject's scope extends to the district, state, country and world. Stories about men and women important in Indian and world history, India's freedom struggle and certain aspects of the Constitution are included in this course. The human rights dimension of this course focuses on the following:
The ideational content of the language courses focuses on, among others, the development of personal qualities of compassion, tolerance and sympathy through stories, poems and other literary forms. Upper Primary Stage (Classes VI-VIII) The major subject areas relevant to human rights education are social sciences, science and languages. Social Sciences. The syllabus guidelines stress appreciation of "diversities in ways of living and interdependence of various regions of India and the world" and emphasize understanding civic and political institutions and contemporary social and economic issues. The course in history deals mainly with the history of India in the context of world civilization. It stresses developing "an understanding and appreciation of India's cultural heritage and its composite nature, of its richness and variety" and a critical appreciation of the past so that the pupil's personality is free from prejudice and bigotry, parochialism and communalism, and is imbued with a scientific and progressive outlook. The human rights dimension in this course lies in the following:
The geography course deals with a few countries in each continent to develop an appreciation of different ways of living in India and elsewhere. The course in civics aims to develop well-informed and intelligent citizens who will participate effectively in community affairs. The values of democracy, secularism, socialism and national integration are sought to be inculcated in the students. The course includes the study of the Constitution with an emphasis on egalitarianism, democracy and secularism. The pupil is introduced to the Constitution's Fundamental Rights, Directive Principles and Fundamental Duties; contemporary problems and issues, including current social and economic problems; and problems relating to the environment, the arms race and human rights. Science. The guidelines for the course in science, which is introduced as an undiversified subject, strive to inculcate a rational outlook and thereby help combat "obscurantism and prejudices based on narrow considerations of caste, sex or religion." The guidelines also emphasize understanding "the processes and problems of areas related to agriculture, health and nutrition, environmental protection, energy and material resources and, more importantly, develop[ing] a scientific attitude to live more effectively as a responsible citizen." Languages. The thematic and ideational content in language courses aims to promote an awareness of human rights, international understanding and other issues of global significance. The readings introduce the pupil to the literary heritage of the language studied as well as the literary and cultural heritage of other languages. Both aspects—the thematic and ideational content and the literary heritage of languages of various cultures—are major inputs in education for human rights. Secondary Stage (Classes IX-X) Social Sciences. The syllabus guidelines for this stage state:
The study of social sciences should aim at deepening students' understanding of contemporary India and its social, economic and political development as an independent nation, and its composite culture. The study of social sciences should aim at developing in the child a world perspective and an understanding of the problems of the contemporary world, particularly those relating to international peace and human rights and the establishment of a just world order. Above all, the study of social sciences should aim at developing in the child a spirit of enquiry, a scientific and forward-looking outlook and aversion to injustice and bigotry. History. The course is mainly an introduction to world history with a focus on main stages in the growth of civilization. It also stresses the contribution of different peoples to the common heritage of mankind and thus it promotes appreciation of diversities. By introducing the student to changes in culture, society, economy and polity through the ages the world over, it promotes a critical view of issues which have a bearing on human rights. A major part of the course deals with colonialism and imperialism and the successful struggles for national liberation; movements for popular sovereignty and democracy, and for social equality and justice; and the rise of authoritarian, fascist and racist regimes and their collapse. These components help provide a broad historical perspective for the study of contemporary problems, including human rights issues. The course also introduces the student to some of the significant declarations on human rights, from the Declaration of Independence to the Universal Declaration of Human Rights. Geography. The course stresses issues related to the environment and population. Civics. Its main focus is to prepare students for their social and political role in democracy. It aims to develop an awareness and critical understanding of the social, economic and political challenges facing the country, respect for diversities in ways of life, and appreciation of the role and contribution of India and of the United Nations in promoting international peace. It specifies the study of Indian minorities and of contemporary world problems, particularly human rights, disarmament and the new international economic order. Projects that students may undertake include the celebration of Human Rights Day. Economics. The course deals mainly with the study of the Indian economy with emphasis on the twin objectives of economic development and social justice. Among the objectives of this course is the inculcation of "a passion for social justice and an urge to resist exploitation in any form by men or by the State." Science. The course stresses the development of a scientific temper; the cultivation of social, ethical, moral and aesthetic values; and development of "sensitivity to possible uses and misuses of science and concern for a clean environment and preservation of the ecosystem." It relates science with agriculture, communication, industry, energy and material resources, health, environment and social forestry. Languages. The course includes literary pieces which promote awareness of and sensitivity to problems of contemporary life, social oppression and inequities. It is clear that the last stage of general education promotes an understanding of the various aspects and dimensions of human rights. Higher Secondary Stage (Classes XI-XII) Students are initiated into the specialized study of subjects of their choice. Aspects and dimensions of human rights relevant to the subjects are included. The National Council of Educational Research and Training (NCERT) recommends a core course in General Studies, compulsory for all students. This course is particularly relevant to education for human rights and democracy. Besides themes such as "Science, Technology and Society," "Environment, Society and Development," "Global Issues of Human Survival," this course recommends the study of the following:
This course also recommends identifying local problems within the broad framework of these themes. It attempts to facilitate the study of human rights issues in an integrated and comprehensive manner. Other subjects deal with specific dimensions and aspects of human rights. The course in Contemporary World History touches on world problems and includes the study of the Universal Declaration of Human Rights. The Political Science courses focus on the study of the problems of Indian democracy and various contemporary world problems, including human rights, racism, terrorism, etc. Sociology helps promote an understanding of social problems, including inequality and the quest for equality. It provides broad human rights and cultural perspectives for the understanding of interactive processes in society; the pluralist nature of most modern societies; the problems and rights of ethnic and religious minorities; and problems of castes, tribes, women and other depressed classes. Science courses expose the unscientific nature of racist views and theories and stress the following theme: all humans are members of the same species and are derived from common ancestors. Man as a species is the product of the same biological and psycho-social evolution, which, in turn, is part of the same process of universal change. All humans, irrespective of color or race, have the same biological organization, the same anatomy and physiology, the same gene pool, the same mechanism of biological inheritance and the same blood groups. Co-curricular Programs and Textbook Evaluation The curricula and textbooks suggest a variety of activities and projects that have a bearing on education for human rights and democracy. They may cut across subject areas and may involve the whole school, such as the observance of Human Rights Day and United Nations Day, organizing a school parliament, debates, and essay and poster competitions on major historical events (such as the bicentenary of the French Revolution) or anniversaries of great social reformers (such as Dr. B. R. Ambedkar), and activities relating to specific issues such as the environment, population, apartheid, literacy, etc. Sometimes they are organized at the state and national levels with large numbers of students participating. A major NCERT program is the evaluation of textbooks to ensure that they are authentic and free from prejudice against any religion, community, ethnic and linguistic group or region. Major Weaknesses While education for human rights and democracy is not grossly inadequate or unsatisfactory at the level of policy, its implementation varies from state to state and from school to school, and is usually far from satisfactory. There are some common weaknesses in the situation.
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Human Rights Education: The Justice and Peace Commission's Experience John Almeida Any discussion of the human rights situation in general presents difficulties, as every situation is different and demands individual scrutiny and a specific action plan. We would like to share our own experience. On the local front, we have taken up the Justice Srikrishna Report. Several awareness programs have highlighted the atrocities carried out during the Mumbai riots in December 1992-January 1993. They showed how the Sena leaders spread rumors about minorities, such as that the riots and the bomb blast were the work of a Pakistan-inspired Inter Services Intelligence out to destabilize India. They also focused on how the Dhiv Sena-Rashtriya Swayamsevak Sangh-Bharatiya Janata Party whipped up anti-Muslim sentiment through provocative speeches before and after the demolition in Ayodhya. The programs led to a signature campaign addressed to the President of India to take the Srikrishna Report seriously and take the guilty to task. We are also investigating so-called "encounter deaths," several of which we believe to be fake. In fact, it has begun to surface that the "encounter deaths" were premeditated killings. India has seen a phenomenal rise in communalism. Sadly, a large section of Indian society opts to remain silent in the face of this malaise that threatens to destroy the country. There can be no fence-sitting. One is either pro-justice or against justice. There is no middle way. The perpetrators of injustice subscribe to an ideology of subjugating others. The role of education is to expose this inhuman mind-set. Any education worth its salt must protect human rights. Promoting such education is the Justice and Peace Commission's goal. Our Work Thus Far Our primary focus is molding children and youth. We believe that, given the proper guidance, they will be our hope for the future. In our work, we approach schools and colleges open to human rights education (HRE), and conduct sessions for teachers and students on human rights, where they discuss issues related to women, children, the environment and communalism. We use case studies, street theater, poster making, puppetry and so on as teaching aids. Participants study the historical development of the concept of human rights. They learn that the Universal Declaration of Human Rights is not a treaty, nor a legal agreement between countries, nor a binding document. Rather, it is a declaration, a statement of intent or principle. They also study it as a document that classifies rights into civil and political, security-oriented, environmental and development rights. They study the Constitution of India and learn that their fundamental duties are patriotism, preservation of our cultural heritage, protection of the natural environment, safeguarding of public property, and so on. We also hope to spread awareness of various human rights violations in India. While the rising incidents of human rights violations would make anyone throw in the towel even before starting, participants learn that it is always better to light a candle than to curse the darkness. They realize that they must behave and think in ways compatible with human rights. They are exposed to the ways the mass media are used to tread on the rights of others, how women, for example, are portrayed as second-class citizens. Their anchor is always the Universal Declaration of Human Rights. Eminent retired judges, lawyers, human rights activists and social workers help us out. Our programs are conducted in coordination with the India Center for Human Rights and Law, and the Human Rights Watch Cell, both of which aim to promote human rights, document human rights violations, and so on. Our Experience A number of schools and colleges are open to HRE, and their principals have prepared the ground for it. We found that students and teachers were already familiar with the topic. They were receptive and participated actively in the sessions we conducted. They did their "homework" diligently and meticulously prepared their displays, paper-cuttings and posters. They found it easy to relate their own experiences to the topics discussed. The frequency of the sessions depended on the schedule of the schools. Some preferred two consecutive days; others preferred four half-days. Still others opted for a seminar. Other Dimensions We found that we needed simple, user-friendly resource materials. Thus, we designed A Handbook for Animators, which is made up of four booklets dealing with the following topics: Understanding Human Rights; Violation of Children's Human Rights; Women and Human Rights; and Environment and Human Rights. Users found the handbook easy to handle due to its case studies, pictures, role-plays, follow-up activity and so on. Although brevity and simplicity took its toll on legal details and intricacies, the students and teachers thought the gains far exceeded the drawbacks. A question arose: If teachers do not have a human rights perspective, then how can they help the student? We thus explored the possibility of setting up a teacher training program, which would resolve two difficulties. First, the future teachers would be "human-rights-oriented" before they began their vocation. (In the future, they would only need refresher courses from time to time.) Second, since we are at the mercy of the principal (on whose permission our entry depends), some students may never be formally exposed to the concept of human rights, although we may somehow sow a seed of the concept in the minds of the student. Another task is the development of resource materials for teachers. The teachers-in-training are asked to be creative in developing teaching material and to make the subject lively and interesting. Students at colleges where we work are producing materials to be used in schools and colleges and by the general public. Future Direction As the study of human rights is not part of the academic syllabus, whether or not it will be taught is left to the whim of the school principal. We believe that it should be part of the curriculum. Human rights need to be reflected upon constantly. They require systematic study and organized treatment throughout the year. The subject can be modified to suit the cognitive level of the students. We are evolving a one-year syllabus. Teaching, learning, assimilation and follow-up are parts of a single process of learning. Teaching ought also to be multifaceted. Parents must be involved in the entire process. Another target group we aim to explore is the municipal schools, which need new approaches and thinking. What about school drop-outs? NGOs are studying how to approach them. Future Challenges Asian countries will soon face several challenges. A constant challenge is the question of "cultural specificity"; governments (usually authoritarian) claim that each country is unique and they alone know what is best for their people. Thus, any criticism or differing opinion is viewed as treason. While it is true that countries have different cultural and other features, there is no reason why the idea of universal human rights and fundamental freedoms should not be promoted or be the prime concern of every government. Conclusion Education is a powerful tool for social transformation and justice. Through our programs we hope to develop values and attitudes that bring about peace, justice and equality. We have started the process of formation at the root of society by sowing the seed of humanism in the minds of our students, the future of India. The task ahead of us is daunting and challenging. We have many miles to go and promises to keep. In solidarity with like-minded people, the distance becomes shorter and the target achievable. (Note: The Report of the Justice Srikrishna Commission is available at Sabrang Communications and Publishing Pvt. Ltd., P. O. Box 28253, Juhu P.O.. Mumbai 400 049.)
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Human Rights Education in India: Needs and Future Actions Balkrishna Kurvey Indian textbooks barely mention human rights. Indirect references to human rights are included in the Directive Principles of the Constitution of India and in civics and history textbooks. In Maharashtra, supposedly among the most socially aware states in India, the 9th standard (high school) civics book reproduces the Universal Declaration of Human Rights. Most universities do not offer human rights education, although some have three-month to one-year postgraduate courses on human rights. The Need for Peace Education The United Nations was created to protect future generations from the curse of war and to reiterate the belief in fundamental human rights, in the dignity and value of the human being, and in the equality of men and women. The end of the Cold War leads us to a single global conception of human rights. The UN's message is: Know your human rights. People who know their rights stand the best chance of realizing them. Knowledge of human rights is the best defense against their violation. Learning about one's rights builds respect for the rights of others and points the way to more tolerant and peaceful societies. Vast numbers of people are still unaware of their rights. While laws and institutions could in many cases defend them, people must first know where they may turn for help. The Universal Declaration of Human Rights confirms the nations' commitment to the UN Charter on the promotion and protection of human rights. It is now recognized as one of the most important documents in the history of humankind and can be found in the constitutions of countries that became independent after World War II. The UN General Assembly recommends that the text be distributed in schools. NGOs are asked to bring it to the attention of their members. How many people have actually read this short, epoch-making declaration? How many know of the International Bill of Human Rights, which consists of the declaration; the International Covenant on Economic, Social and Cultural Rights; and the International Covenant on Civil and Political Rights? The answer is: very few. NGOs are often the first to bring human rights problems to the attention of the UN and the international community. Schools offer an important means of fashioning a human rights culture, as do research institutions, as they provide in-depth information on specific human rights issues. Public Campaign The National Human Rights Commission of India; the Indian Institute for Peace, Disarmament and Environmental Protection (IIPDEP); and many NGOs have launched a countrywide public information campaign for human rights. It aims to make everyone more conscious of human rights and fundamental freedoms, and better equipped to stand up for them. At the same time, the campaign spreads knowledge of the means which exist at the international and national levels to promote and protect human rights and fundamental freedoms. IIPDEP and many NGOs work to make school authorities and the general public aware of civic education. They focus on developing knowledge, skills and attitudes needed to apply fundamental human rights and freedom and, consequently, the nonviolent resolution of conflict. Campaign activities include the following:
A school system based on competition, and therefore failure, cannot promote the ideas of equality, tolerance and peace. The principles of civic education are the following:
The IIPDEP and many NGOs are expanding their human rights education (HRE) activities by drawing public attention to the role schools should play. HRE promotes the application of these rights in the classroom and, by extension, in the daily lives of young people. The IIPDEP and NGOs can make government aware of the necessity of HRE and propose changes in the textbooks and programs. Objectives Civic education aims to promote human rights, particularly nonviolent resolution of conflict, and equality and justice. HRE's mission is to encourage personal growth and acceptance of others, and to foster cooperation and peace among individuals and countries. To achieve this, a wide variety of activities in schools and collaboration with teachers and students are essential. IIPDEP Program on Human Rights Education in Schools The IIPDEP is a nonpolitical, nonprofit NGO whose activities are mainly research and education of the public. It believes that human rights are a prerequisite for peace, security, development and democracy. If human rights are violated in India, the biggest democracy in the world will be in danger. For the sake of democracy and sustainable development in India, HRE is essential. The IIPDEP holds seminars and lectures on human rights. It stresses HRE in schools. Materials on human rights using ordinary language are distributed to schools, NGOs and government departments. The IIPDEP recently organized a regional seminar for teachers from the primary to university level, who, strangely, were not aware of human rights. However, after the discussions and debates on HRE, the participants concluded that respect for human rights is essential for the individual, society and country. The teachers promised to teach their students about the importance of human rights. They suggested that HRE be included in secondary-school subjects, such as history, geography, social studies, moral and religious education, language and literature, current affairs, economics and civics. The teachers were unanimous on the following:
Activities in schools should include the following:
HRE should teach children that all are equal before the law and that all should have equal opportunities. It should promote respect for the rights of children and the development of their personalities. It is governed by certain principles such as the following:
The process of learning about human rights can have the following elements:
At the heart of democratic method is discussion, which is best done in small groups, the results of which are then reported to the class. The principles for conducting discussions should be:
Social education based on human rights helps students
Principles of nonviolent conflict resolution include
Even young students learn responsibility through, for example,
Older students can help younger students by
The more abstract notions of human rights—philosophical, political and legal concepts—can be introduced in secondary-school subjects such as history, geography, social studies, moral and religious education, language and literature, current affairs, economics and civics. Problems We noticed that headmasters and teachers very much favor HRE. However, textbooks are produced and printed by the government and it is very difficult to convince government officials to include HRE in the school curriculum. They must be convinced through a public-information campaign, for instance, or by pressure from international organizations such as the UN, UNESCO, etc. Lack of money is one of the main troubles faced by IIPDEP and other NGOs. It is difficult to get funding from government or the private sector for HRE. It is also difficult to convince high-level government officials and policy makers of the need for HRE as they are cut off from the hardships of the person on the street. ---oOo---
INSEC Child Education Program Informal Sector Service Center The Informal Sector Service Center (INSEC) was founded in 1988 to organize people at the grass-roots and to bring HRE to them. It believes that the human rights movement can be sustained only if it serves the needs, exigencies and initiatives of the grass-roots. It operates through networks and organizations in districts and their representatives. It focuses on women, children, bonded workers and the so-called untouchables. This discussion, however, is limited to INSEC programs for children. In 1996, INSEC introduced programs for school children with four major objectives:
Procedures First, INSEC organized regional workshops for school teachers on the UN Convention on CRC and laws protecting children, and so on. The teachers discussed ways to form children's groups in schools and to take this message to parents. Interaction programs with headmasters of primary and high schools informed them of INSEC programs and made them aware of children's rights. Second, human rights and child rights literature was disseminated to school children. Students were encouraged to join speech, essay and poetry contests on themes dealing with their rights. Programs were also designed to sensitize parents. School teachers, particularly headmasters, were encouraged to bring the message of HRE to parents and other community members. Child awareness groups (CAGs) were formed in 200 schools in Nepal, at the rate of 5 schools in 40 districts (with INSEC networks). The CAGs coordinate various school programs, such as school compound cleaning, poetry and essay contests, a wall journal, community programs, such as community inoculation, tree planting, etc. Leading students participated in district-level seminars and workshops on CRC. Students in CAGs helped the government's national inoculation administration program by showing communities how relevant and important it is. Future Programs Selected essays and poetry on child rights will be published. The older children in CAGs will run literacy classes for out-of-school children to prepare them for formal education and organize programs on CRC in communities. ---oOo---
Working with Children Yagya Bahadur Limbu I am a teacher at the Shree Bhanu Secondary School in Dhankuta district, Nepal. The school is on the top of a hill. It has about 400 students. I have been teaching there for seven years. Three years ago, I had a chance to work with children on children's rights. I have been working with them ever since. I organized a child awareness group (CAG) in my school. I am its guardian teacher. It is wonderful to work with my students. I notice that they are more polite and friendly than before. They are especially enthusiastic about working for children's rights. As my students and I often discuss their problems and rights, I learn their psychology, which then helps me teach them more effectively. We have also developed a close relationship. CAG programs include cleaning the school compound and beautifying the garden. The headmaster and teachers are happy about our activities and the students are satisfied with their work. The CAG publishes a monthly magazine containing articles written by students on children's rights and discrimination between sons and daughters. Students exchange ideas through the magazine. They also learn how to write well and develop their language skills. The CAG also hosts debates, quizzes, poetry writing contests, sports competitions, and so on, which help students develop their mental and physical abilities, leadership capacity, and discipline. The CAG has done much to raise our community's awareness of children's rights. The students took a questionnaire to the community to get to know it better. The questions related to children's development, children's protection, exploitation of children and women, community management, sanitation and governmental bodies. After learning about the community, the students then put up posters in public places to make people aware of children's rights, vaccination, nutrition and so on. The weekly market near my school has a community communication center, where the students perform a serial drama, the theme of which is pariwartan (change). I wrote and directed the play. It focuses on the exploitation of children and women, and on the bad effect of alcohol, the dowry custom and other practices that should be changed. We always draw a big, enthusiastic crowd. I am very fortunate. Besides teaching, I have the opportunity to help my school and community through the CAG. I love working with the children. And the subject of children's rights as taught by INSEC is the subject that I like most. ---oOo---
Human Rights Education in Pakistan Nasreen Iqbal Let us imagine in our mind's eye a scene fairly routine in many parts of the world: an intense young man crouches on the ground trying to protect his body from the savage blows being rained down on him by an aggressor who could be a landlord, an employer, a policeman, a teacher or a parent. The narrator says (for it is a re-enactment): "Article 5 states: 'No one shall be subjected to torture or to cruel, inhuman and degrading treatment or punishment....' and yet all over the world aggressors in many forms, subject people to inhuman destructive treatment." This is a scene from a presentation by students of Grammar School Rawalpindi (GSR) titled "Threats to Civilization," based on the UN Declaration of Human Rights, of which Article 1 states: "All human beings are born free and equal in dignity and rights." The presentation aimed to show how we the inhabitants of planet Earth have violated the sanctity of this declaration. Our world is being destroyed by an upsurge of intolerance and an imbalance of power. More than ever before, children today urgently need to be sensitized to a culture of tolerance, peace and understanding for the preservation of society. As educators, we have to play a pivotal role in the personal and social development of children. School is one of the main places where children develop their personalities and shape their attitudes. If a child is educated to accept violence and intolerance as a way of life, he grows up to be selfish and intolerant. But if he is taught the values of peace, human rights and universal brotherhood, he will respect and promote such values. Unfortunately, education is considered only as a tool to create a skilled workforce for economic development; in no way does it cater to the growth of the individual's personal development. It includes no goals of promoting human values or moral principles and thus contributes to the deterioration of the human rights situation and to the growth of excessive materialism, self-centeredness and intolerance. This alarming situation can only be halted through broad-based education, which will serve as a key to survival. As educators, if we can incorporate human rights education (HRE) in our school syllabi, we can help to sow seeds of tolerance, peace and understanding. The report of UNESCO's International Commission on Education reflects how indispensable education is to achieve the ideals of peace and social justice. The commission believes that education is a principal means for fostering a deeper and more harmonious form of human development. Education is the most powerful instrument for transforming our world and our image of each other, for liberating and harnessing those human energies that can assist in realizing our collective aspirations. Federico Mayor, UNESCO director-general, further endorses the role of education by stating: "Wars will not cease, either on the ground or in people's minds unless each and everyone of us resolutely embarks on a struggle against intolerance and violence by attacking the evil at its roots. Education offers us the means to do this. It also holds the key to development, to receptiveness to others, to population control and to the preservation of the environment." GSR, a private school system, was founded in 1985. One of its basic missions is to uphold and promote ideas of tolerance and peace in the school environment through co-curricular subjects and hands-on, activity-based programs. Since 1995, when GSR became a member of UNESCO's Associated Schools Project (ASP), special syllabi and classes were introduced, called the Associated Schools Project Classes. The aim of these classes is to promote tolerance and provide HRE by making the students aware of their own rights and how they must respect the rights of others. "You have the freedom to exercise your rights as far as it does not infringe on the rights of others: when it does, it becomes a wrong and ceases to be a right," reads a mission statement in their classes. Students are encouraged to develop activities and skills to help them counteract intolerance and discrimination in whatever form they encounter. Activities and action plans are designed to make the students more compassionate and understanding and to accept and respect diversity in races, cultures and religions, to create better lives and better futures than they have inherited. The main topics covered by the classes for age group 10-16 years are:
The approach used is multidimensional. Two basic approaches are used: * Brainstorming. While introducing the topics, there is a lively interactive lesson. Students question, reason, think, argue and understand the issue under discussion. This continues for at least two sessions when inputs and researched material are presented to the class by the students. * Written and oral expressions. Students engage in dialogues; make speeches, write articles, stories, poetry, plays; and illustrate their thoughts. They also use drama and puppet theater to give visual form to their individual and collective creative skills. Action Plan There are exhibitions of the written work, art exhibitions, live dramatic performances, puppet shows, simulation and speeches on the issues covered. These are performed for their own school, other schools, the local community and invited parents and guests. The ASP program designed for pupils in the age group 4-9 years caters to the needs of young students. It is basically a hands-on activity program. The topics covered are:
From early on, the children are made aware that everything they do has a direct impact on their community, their country and thereby globally. For example, if they keep their room clean, they are keeping a part of their country clean, and Pakistan being a part of the world, they are thereby helping to keep the world clean or green or less noisy (as the case may be). This realization makes them feel most responsible as they are indirectly making an impact on the world. The following is a description of one topic covered in February 1998. Topic: Tolerance and empathy
The holy month of Ramazan was selected for this activity as Islam stands for a fair and just social order. During this month, the special focus is to think of the others less fortunate. During the brainstorming session, incidents from the Holy Prophet's and the great caliphs' lives were highlighted, such as when they gave up their frugal meals for people in need. The Holy Prophet Mohammed emphasized the rights of one's neighbors and the downtrodden. His last address to his people was nothing less than the first charter of human rights, in which he said: "No Arab has any superiority over a non-Arab or a black over a white. They are equal in the eyes of Allah. You shall be judged by your deeds and not by your caste, color or creed." In the following session, the students wrote poetry and articles on the importance of universal brotherhood in Islam and the rights of our neighbors and fellow beings as a major priority of Islam. Dramatic plays were enacted and an art and story writing exhibition held. Finally, an action plan was chalked out. The students of all GSR branches invited children from disadvantaged schools in their neighborhood for a fun-filled Eid Party. They organized games and entertainment for their guests and gave them Eid gifts. The student executive committee also took Eid gifts to a local school. The expenses for the party were met by the students of GSR, who donated their Eid gift money. A portion of the money was donated to a cancer charity hospital—the Shaukat Khannum Memorial Trust for the children's ward. A poem written for the patients was also sent which spoke about compassion and hope. Along with these specially designed classes and projects of ASP, GSR organizes regular ongoing activities for HRE. Activities
GSR developed a multimedia package, which includes the following:
GSR faced the following problems and difficulties:
The following reflections and suggestions may be made:
Key resource persons should be identified with the help of UNESCO. They should develop a standardized national HRE plan, with short-, medium- and long-term goals. The HRE program of GSR (which has proved to be effective) can be taken as a core program, made more comprehensive, and structured and shared with both private and public sector schools. However, for the successful implementation of HRE, regular follow-up and monitoring by UNESCO or a special cell of a human rights organization is absolutely necessary. Financial support is requested by GSR from HURIGHTS OSAKA to help recruit effective teachers for HRE and to produce and document multimedia packages to exchange and network with other schools. ---oOo---
Human Rights Education in Schools: The Experience of the Movement for Inter-Racial Justice and Equality Nimalka Fernando Sri Lankan society has been increasingly militarized since the late 1970s as a result of ethnic conflict and of the Sinhala Youth revolts, first in 1971 and then in the late 1980s. In 1981, our defense budget was a paltry Rs1 billion. In 1987, it rose to Rs11.3 billion. In 1995, it recorded a massive quantum leap to Rs36 billion. The present budget allocates Rs48 billion for defense. Only few years ago, the UN Human Rights Commission stated that nearly 60,000 persons had disappeared in Sri Lanka. According to information received last year, about 600 persons disappeared in 1995 in the north, where army operations are taking place. These figures give you the scenario within which human rights education (HRE) has to be developed in Sri Lanka. It has become absolutely essential for human rights organizations to develop education and resource materials to raise awareness among a large section of our population terrorized by the armed forces. If your son were taken away in the night by soldiers whose vehicles do not have registration numbers and who threaten to kill your whole family if you report the abduction, who would dare go to a police station? This is the context within which HRE grew in the 1980s. Organizations conduct HRE in schools, communities and the armed forces. The following organizations conduct HRE in schools: Movement for Inter-Racial Justice and Equality (MIRJE), University of Colombo Center for the Study of Human Rights (UCHR), Women for Peace, Law & Society Trust (LST), and the Movement for the Defense of Democratic Rights (MDDR). UCHR, MIRJE, MDDR, LST, Lawyers for Human Rights and Development and Family Organizations of the Disappeared and several other groups also carry out community awareness-raising programs In the schools, the work of the University Centre for Human Rights covers the following areas:
Students are encouraged to visit police stations, prisons and hospitals to facilitate enthusiasm through field work. This program also includes exhibitions and quiz programs, cultural presentations and drama. Students who are about to leave school after facing the GCE (OL) and (AL) comprise the target group. About 25 students are chosen from selected schools. The cooperation of the provincial offices of Education Ministries is obtained. MIRJE hosted a successful quiz program for school children in 1998. The 1999 program for Human Rights Day on 10 December covers schools in the Eastern Province in order to build peace between communities. LST has held art exhibitions in schools for the last three years. The cover of the 1997 Human Rights Report is a drawing from one exhibition. LST has also produced several documentaries on remand prisons, on streetchildren, etc. The Family Organization of the Disappeared hosts exhibitions on the UN declarations, human rights standards, and procedures related to arrests and detention, etc. Movement for Inter-Racial Justice and Equality MIRJE is an NGO devoted to the realization the human rights of all people within a plural democratic framework. During the past two years, it has facilitated awareness-raising among students on human rights issues, the constitutional provisions related to human rights and the Universal Declaration of Human Rights. The continuing war has given the present government an excuse to rule Sri Lanka using the Emergency Regulations and oppressive laws. These laws strengthen the police and armed forces, and restrict and deny the people's democratic and human rights. Hence, it is important to empower our society with the knowledge of human rights values and principles. In 1983, Sri Lanka pioneered in secondary-school HRE in Asia. However, it has not progressed much due to lack of training and guidance for school teachers, a dearth of facilities, and the existence of human rights violations in the community. Academic competition in schools also discourages students' interest in outside subjects. However, it is urgent that we strengthen HRE in secondary schools and introduce human rights value education to primary school children. In 1997, MIRJE hosted quiz programs for school children in the Western Province. The response was tremendous. In 1998, MIRJE hosted the quiz programs in the Eastern Province. More than 300 children participated. The Ministry of Education supports this project. The students who participated in these programs will be encouraged to form Human Rights Education Circles or Societies with the joint participation of teachers. Guiding Principles To further promote HRE, we drafted a statement of principles, which guides the development of HRE programs. Preamble The people of Sri Lanka increasingly realize that human rights and human rights duties are important to achieve peace, democracy, ethnic harmony and development. They call for fundamental changes in education, law, the economy, the constitutional system and the political culture in order to ensure respect for human dignity and equality of different ethnic communities. The link between peace, democracy and development, and human rights is clear in the day-to-day lives of the people. More and more people aspire for a better future using the language of human rights and human duties. HRE has thus become of paramount importance in schools, universities and among the people at large. HRE should be pursued using both formal and non-formal methods. Teachers, people in media and academics play a significant role in promoting and protecting human rights. The government and NGOs should work hand-in-hand to achieve the objectives of human rights through education. Aims and Principles
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Table of
Contents | HRE Experiences in General | |
Electronic Resource Centre for Human
Rights Education:
Human Rights Education in Asian Schools, Volume Two