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SANAYSAY

Human rights education is important to strengthen in the national school curriculum. It can foster strong human rights values, impart information and develop skills to change attitudes and build empathy. This helps dispel stereotypes and encourage understanding and respect. A national curriculum offers a unique opportunity to ensure all young people learn about rights and contribute to a human rights respecting culture. Effective human rights education requires embedding human rights values in both content and pedagogy so they translate to attitudes, behaviors and actions.

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Clau Magahis
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269 views2 pages

SANAYSAY

Human rights education is important to strengthen in the national school curriculum. It can foster strong human rights values, impart information and develop skills to change attitudes and build empathy. This helps dispel stereotypes and encourage understanding and respect. A national curriculum offers a unique opportunity to ensure all young people learn about rights and contribute to a human rights respecting culture. Effective human rights education requires embedding human rights values in both content and pedagogy so they translate to attitudes, behaviors and actions.

Uploaded by

Clau Magahis
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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It is a great honour and a pleasure to speak to you today.

All humans have the right to education, and


the right to an education that informs them of their rights and responsibilities. Knowledge and
understanding can give us a common language of respect and dignity and is the first step toward
promoting and defending those rights to create a more peaceful and equal society. Everyone has the
right to education—which should be available free to all at least at the primary level. Education is also
indispensable in realizing other human rights.

I would like to speak this afternoon about the importance of strengthening human rights education in
the national school curriculum – for students, for the school community and for society as a whole. I
would also like to propose how I think we can achieve meaningful human rights education in the
curriculum.

I value education immensely. I value it not only for the intrinsic value of exposure to new ideas, concepts
and knowledge. But because I, like you, know that education is the means through which people can
achieve better life outcomes for themselves and those around them.[1] In this respect, not only is
education a right in itself, but it can also be seen as a facilitative right, through which the myriad of
other human rights might, or might not be enjoyed, depending on the individual’s access to education.
The theme of this conference, ‘equity in education’, is therefore a critical one to ensure all young
people, and in turn all of society, are able to benefit from the right to education.

I also value education for the role it can play in fostering values, attitudes and behaviours that promote
a more inclusive and rights respecting society.

I believe human rights education is a vehicle for fostering strong human rights values in our community
and creating a more equal, respectful and inclusive society. This is because of its capacity to impart
information and develop skills; to change attitudes and build empathy; and to motivate a sense of
agency and participation – active citizenship, if you like. All of these can help to dispel stereotypes and
encourage mutual understanding and respect.

Beyond education we know that there are many groups of people who are not able to fully enjoy many
of their human rights and who face persistent discrimination.

Human rights education therefore, is critical to building a human rights respecting culture in Philippines
where the rights of all people are understood and respected.

I believe the current development of a national school curriculum is a unique opportunity to ensure that
all young people in Philippines learn about their rights and the rights of others and in turn contribute to
the process of creating a human rights respecting culture in Australia.

Human rights education and training is a tool for peaceful societal transformation with a gender
perspective and a framework for social development. It aims at the empowerment and the building of
capabilities of women, men, youth and children through critical thinking, understanding, applying and
claiming all human rights, including civil and political, economic, social and cultural rights, and the right
to development.
Another aspect I hope we will be able to address in this meeting, is the quality of human rights
education. It is imperative that human rights education and training be free of gender bias, racial and
other stereotypes, be sensitive to particular needs and be based on the principles of non-discrimination
and equality in the enjoyment of all human rights. We have made a conscious effort in preparation for
this meeting to invite women NGOs who can share their experience on teaching women’s rights so that
this aspect can be included as an integral part of any human rights training planned in the future.
We have also invited NGOs working with minorities who can share their particular experiences and
concerns.
Non-governmental and community-based organizations play an important and creative role in
the promotion and protection of human rights. As many have human rights education as part of their
agenda, they disseminate information and engage in dialogue on human rights, especially at the grass-
roots level and in remote and rural communities. I would therefore also like to take this opportunity to
encourage participants from the civil society to take floor during this meeting and share your views and
experiences with us.
Finally, human rights education and training should seek to enhance effective democratic
participation in the political, economic, social and cultural spheres. It should be utilized as a means of
promoting economic and social progress and people-centred sustainable development. It can thereby
contribute to strengthening the rule of law and capacity building for democratic governance, recognized
as an important strategy towards democratization, accountability and global governmental stability.
I would like to conclude by emphasising that effective human rights education cannot be
achieved through the simple introduction of human rights content in an already over-burdened
curriculum. Instead, it requires that the environment within which students learn reflects human rights
values. It is when human rights values are embedded in content and in pedagogy that human rights can
translate into our attitudes, behaviours and actions. The Commission will be working towards
supporting teachers and schools to achieve this through developing resources and materials and
exploring ways in which we can support professional development programs for teachers focused on
human rights. We hope to partner with human rights educators, like you, to make human rights
education in the curriculum a vivid reality.

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