Human Rights

Human rights, intrinsic to all humans as members of humanity, are the modern and secular version of the natural rights. All humans, being born equal are equally entitled to the Human Rights without any distinction of birth, gender, race, status, religion, language or nationality. Standing above the ideologies of the capitalism or communism, Human Rights reflect the concern for democracy, development and peace. It is widely acknowledged that the role of teachers in promoting democratic learning through active, participatory approaches is crucial. This is undoubtedly why ministers of education from the Council of Europe's 47 member states, in their Final Declaration of the Standing Conference of European Ministers of Education, cited citizenship competence as one of the five competences to promote democratic culture and social cohesion (the others being: intercultural competence; plurilingual competence; social commitment; a solidarity-based outlook; and multiperspectivity).

Creation of a strong and pro-active human rights community has been long overdue. Human rights can be most effectively imbibed through a well thought out education programme. In fact, education becomes purposive and relevant only when ingrained with human rights education. The task of human rights education can be focused at two distinct levels, namely: (a) at the level of the imparters of primary, secondary and higher secondary education, and (b) at the level of receivers of education.

There has to be a clear roadmap on how to make education perform this important role of transformation in the attitudes and psyche of persons engaged in teaching and education, else attaining these objectives will remain elusive. The planning to orient teachers of upper primary to secondary stages on human rights and evolving with the modalities of human rights teaching is based on certain basic premises that require total understanding of conditions of violation and sustenance of human rights. The primary aim of developing syllabus and curriculum guidelines of human rights education is to help the teachers' training across the board through a focused module that would enable grooming of teachers to be informed about the key human rights concepts with reference to realities in the country and abroad. As a cascading effect of this exercise, the children are able to develop human rights mindset in a school environment.

On the other hand, this helps them perceive the violations of human rights in the society at large as their own, and, on the other, will share their deprivations with those to whom human rights mean the most. Negotiating claims should not compromise the concerns of responsibility as a duty-bound citizen. The syllabus presented upholds this positioning very strongly. The coverage of this syllabus is designed keeping in mind that while teachers will know why there are human rights, they will also be informed about the genesis and basic tenets of human rights. The teachers learn how to infuse human rights components in the subject of study and then taking it down to the classroom to inspire students to acquire knowledge and capacity from the rights-based perspectives. The curriculum creates appropriate human rights education modules for teaching professionals dealing with students at various stages, which include primary, secondary and higher secondary.

It is at this juncture that the concept of human rights meets teaching as a profession. Overall, effective education for democratic citizenship contributes towards developing value- oriented knowledge, action-based skills and change-centered competences that empower young people and strengthen social justice. The Council of Europe, for instance, underlines the essential importance of EDC/HRE as encouraging and supporting learners to become active, informed and responsible citizens.

A number of linked themes, concepts, and dimensions is common to ECD/HRE. They include the themes of the preservation of something, such as a democratic society and its associated rights; the notion of participation in the society; the preparation or capacity building of young people for active and informed participation; a focus on inclusion or integration into society; a concentration on contemporary society; the encouragement of partnerships; and the promotion of an international perspective. Key concepts that underpin EDC/HRE include democracy, rights, responsibilities, tolerance, respect, equality, diversity and community. These concepts, as with EDC/HRE itself, may also be contested and problematic in different contexts. EDC/HRE also involves the dimensions of knowledge and understanding, skills, attitudes and values. These dimensions are brought about together through teaching and learning approaches, which have the primary goal of shaping and changing the attitudes and behavior of young people through their adult lives.

Since education is an important 'freedom' as theorized by Amartya Sen, the current efforts should focus on making education as a basic human right. It is universally accepted that education is the best source of social mobility, equality and empowerment both at the individual and collective levels. Therefore, education for peace and human rights should permeate all aspects of school life, with the implication for learners, teachers and administrators. In this regard, schools and teachers are held accountable by the wider society, which operate in the legal framework of human rights commitments.

"The preparation of the child for responsible life in a free society" (Convention on the Rights of the Child) is not possible when children are not made responsible in an environment where they experience freedom. The agreement that education "shall further the activities of the United Nations for the maintenance of peace" and shall be directed to the "development of respect for human rights and fundamental freedoms and for principles enshrined in the Charter of United Nations", implies that "human rights education" and "peace education" should be included in the curriculum.

It is also equally important to note that the third World Congress of Human Rights (1990) urged that human rights education programs reach parents and policy makers. Hence, the horizon of human rights education as a concept may include (a) formal, (b) non-formal, and (c) informal education fields. Under the United Nations Decade for Human Rights Education , the United Nations urged and supported all member states to make the knowledge about human rights available to everyone. It defines human rights education as "?.training, dissemination and information efforts aimed at the building of a universal culture of human rights through the imparting of knowledge and skills and molding of attitudes which are directed towards the strengthening of respect for human rights and fundamental freedoms

Human rights education should be made part of everyone's education. It fosters the development of human values, rights and duties through a new design of curriculums, textbooks, training and orientation of teachers, decision-makers, and etcetera. The school has an important role to play in helping children who will become citizens of the future to develop awareness of world issues in particular and peace and human rights in general. Since the adoption of the UN Charter in 1945 and the Universal Declaration of Human Rights, Teachers' are better equipped to develop human rights perspectives and skills among their students.

Preparing teachers in all fields to teach for international understanding is a prominent theme in the activities of UNESCO since its inception in 1946. It is clear that teachers play an important role in the organization of human rights education and therefore it is imperative to develop the knowledge levels of teachers. It is now widely accepted that the most effective way to improve the quality and effectiveness of education program for human rights is to reach teachers and teacher educators. In other words, no system of education can rise above the level of its teachers. The teacher/teacher educator may develop a learning package that will help to transform learners in developing critical attitudes into active participation, conviction that human rights must be 'protected', 'respected' and 'promoted'. Unlike classroom instruction, the teaching of human rights does not involve the memorization of text or acquisition of skills; it is a matter of creating basic attitudes of tolerance and goodwill towards all human being.

Therefore, there is a need for strengthening knowledge, skills and attitudes of teachers, and for creating human rights ethos and learning environment in schools. The triangulated effects of knowledge, skills and attitudinal building will not only develop the awareness among teachers but they will develop the comprehensive perspective of human rights education as part of their role and responsibilities. In this regard, education of teachers - pre and in-service - has a significant role for transforming a lay person to a practitioner and implementer of human rights values.

The author is associated with the best UK custom essay writing service. For research papers, uk essays, term papers or any kind of academic work, feel free to contact our UK custom essay writing service.

Source: http://articles.submityourarticle.com/human-rights-308230

the secret life of bees full moon aubrey o day masters live johan santana viktor bout ncaa hockey