Education Portal for Students in India

Human rights can only be achieved through an informed and continued demand by people for their protection. Human rights education promotes values, beliefs and attitudes that encourage all individuals to uphold their own rights and those of others. It develops an understanding of everyone’s common responsibility to make human rights a reality in each community. Human rights education constitutes an essential contribution to the long-term prevention of human rights abuses and represents an important investment in the endeavour to achieve a just society in which all human rights of all persons are valued and respected.

Coordinating the World Programme for Human Rights Education Developing specialized human rights education and training materials and resources Building capacities and sharing good practice in the area of human rights education and training

OHCHR’s Technical Cooperation Programme Meetings

Human rights education milestones at the United Nations (PDF)
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Why is it important to study human rights?

Defining human rights education – Since 1948 a huge quantity and variety of work has been – and is being – done in the interests of human rights education. That there are many ways of doing HRE is as it should be because individuals view the world differently, educators work in different situations and different organisations and public bodies have differing concerns; thus, while the principles are the same, the practice may vary.

1. In order to get a picture of the variety of teaching and activities that are being delivered, it is instructive to look at the roles and interests of the various “individuals and organs of society” in order to see how these inform the focus and scope of their interest in HRE.
2. In 1993 the World Conference on Human Rights declared human rights education as “essential for the promotion and achievement of stable and harmonious relations among communities and for fostering mutual understanding, tolerance and peace”.

In 1994 the General Assembly of the United Nations declared the UN Decade of Human Rights Education (1995-2004) and urged all UN member states to promote “training dissemination and information aimed at the building of a universal culture of human rights”.

As a result, governments have been putting more efforts into promoting HRE, mainly through state education programmes. Because governments have concern for international relations, maintaining law and order and the general functioning of society, they tend to see HRE as a means to promote peace, democracy and social order.

The purpose of the Council of Europe is to create a common democratic and legal area throughout the whole of the European continent, ensuring respect for its fundamental values: human rights, democracy and the rule of law. This focus on values is reflected in all its definitions of HRE.

For example, with reference to its commitment to securing the active participation of young people in decisions and actions at local and regional level, the Human Rights Education Youth Programme of the Council of Europe defines HRE as “.educational programmes and activities that focus on promoting equality in human dignity 1, in conjunction with other programmes such as those promoting intercultural learning, participation and empowerment of minorities.” The Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education (2010) 2 defines HRE as education, training, awareness raising, information, practices and activities which aim, by equipping learners with knowledge, skills and understanding and developing their attitudes and behaviour, to empower learners to contribute to the building and defence of a universal culture of human rights in society, with a view to the promotion and protection of human rights and fundamental freedoms.

There are other definitions of human rights education, such as the one of Amnesty International: HRE is a process whereby people learn about their rights and the rights of others, within a framework of participatory and interactive learning. The Asia-Pacific Regional Resource Centre for Human Rights Education makes particular reference to the relation between human rights and the lives of the people involved in HRE: HRE is a participative process which contains deliberately designed sets of learning activities using human rights knowledge, values, and skills as content aimed at the general public to enable them to understand their experiences and take control of their lives.

The United Nations World Programme for Human Rights Education defines HRE as: Education, training and information aimed at building a universal culture of human rights. A comprehensive education in human rights not only provides knowledge about human rights and the mechanisms that protect them, but also imparts the skills needed to promote, defend and apply human rights in daily life.

Human rights education fosters the attitudes and behaviours needed to uphold human rights for all members of society. The People’s Movement for Human Rights Learning prefers human rights learning to human rights education and places a special focus on human rights as way of life,

The emphasis on learning, instead of education, is also meant to draw on the individual process of discovery of human rights and apply them to the person’s everyday life. Other organs of society include NGOs and grassroots organisations which generally work to support vulnerable groups, to protect the environment, monitor governments, businesses and institutions and promote social change.

Each NGO brings its own perspective to HRE. Thus, for example, Amnesty International believes that “human rights education is fundamental for addressing the underlying causes of human rights violations, preventing human rights abuses, combating discrimination, promoting equality, and enhancing people’s participation in democratic decision-making processes”.3 At the Forum on Human Rights Education with and by Young People, Living, Learning, Acting for Human Rights, held in Budapest in October 2009, the situation of young people in Europe was presented today as one of “precariousness and instability, which seriously hampers equality of opportunities for many young people to play a meaningful part in society human rights, especially social rights and freedom from discrimination, sound like empty words, if not false promises.

Persisting situations of discrimination and social exclusion are not acceptable and cannot be tolerated”. Thus, the forum participants, concerned with equality of opportunity and discrimination, agreed that, “Human rights education must systematically mainstream gender awareness and gender equality perspectives.

Additionally, it must include an intercultural learning dimension; We expect the Council of Europe to mainstream minority issues throughout its human rights education programmes, including gender, ethnicity, religion or belief, ability and sexual-orientation issues”.

1. Governments and NGOs tend to view HRE in terms of outcomes in the form of desired rights and freedoms, whereas educational academics, in comparison, tend to focus on values, principles and moral choices.
2. Betty Reardon in Educating for Human Dignity, 1995 states that, “The human rights education framework is intended as social education based on principles and standards to cultivate the capacities to make moral choices, take principled positions on issues – in other words, to develop moral and intellectual integrity”.4 Trainers, facilitators, teachers and other HRE practitioners who work directly with young people tend to think in terms of competences and methodology.

We hope we have made it clear that different organisations, educational providers and actors in human rights education use different definitions according to their philosophy, purpose, target groups or membership. There is, nonetheless, an obvious consensus that human rights education involves three dimensions:

Learning about human rights, knowledge about human rights, what they are, and how they are safeguarded or protected; Learning through human rights, recognising that the context and the way human rights learning is organised and imparted has to be consistent with human rights values (e.g. participation, freedom of thought and expression, etc.) and that in human rights education the process of learning is as important as the content of the learning; Learning for human rights, by developing skills, attitudes and values for the learners to apply human rights values in their lives and to take action, alone or with others, for promoting and defending human rights.

It follows that when we come to think about how to deliver HRE, about how to help people acquire the necessary knowledge, skills and attitudes so they can play their parts within a culture of human rights, we see that we cannot “teach” HRE, but that it has to be learned through experience.

Thus HRE is also education through being exposed to human rights in practice. This means that the how and the where HRE is taking place must reflect human rights values (learning in human rights); the context and the activities have to be such that dignity and equality are an inherent part of practice.

In Compass, we have taken special care to make sure that no matter how interesting and playful the methods and activities may be, a reference to human rights is essential for learning about human rights to be credible. There are also various suggestions for taking action.
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Why is human rights education so important Brainly?

how important human rights education to humanity​ Answer: Human rights education is important to humanity because it teaches people about their rights and how to protect them. It also helps to create a more understanding and tolerant world.

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: how important human rights education to humanity​
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What are the importance of human rights education in Cameroon?

It is universally accepted that education is considered as a precondition for a healthy democratic society. It is thus important that education include the study of peace, human rights, and democracy as essential to society’s development. In a country such as Pakistan, violations of human rights at all levels necessitate human rights education at all school levels in general and teacher education in particular.

• Human rights education is defined as training, dissemination, and information efforts aimed at building a universal culture of human rights by imparting knowledge and skills, and molding attitudes.
• The education is the most important tool for spreading fundamental/ human rights awareness.
• In Pakistan, free and compulsory education itself has become one of the fundamental rights of children of the age of five to sixteen after introduction of new Article 25-A added in Part II, Chapter 1 of the Constitution through the 18th amendment.

Human rights should be presented in the context of a society’s moral and social traditions therefore it is important that human rights education should be included in school curriculum. Schooling provides not only basic education but also, under the best circumstances, aids a child to explore the world and express ideas.

• The school can help establish an intellectual basis for teaching the historical development of human rights and their contemporary significance.
• On a deeper level, like the political nation, the school forms a constructed place in which students, like citizens, are treated equally, irrespective of their background.

The concept of the school is like the “concept of citizenship, impersonal and formal. By understanding the idea of school as a community, citizens will learn to understand and feel included in the political nation” (Osler and Starkey 1996). The school is a model of good society as John Dewey (1909) suggested.

Schools are places where it is theoretically possible to operate a community based on social justice and human rights. The contemporary conception of fundamental/human rights has historical roots. Rousseau and Socrates have enunciated principles of human rights. Universal Declaration of Human Rights by the United Nations on 10 December 1948 is an important milestone in the struggle for human rights.

The Declaration symbolized the beginning of the international human rights movement. In 1959, children’s rights to life, education, health, protection, and development were proclaimed in the Declaration of the Rights of the Child. The Universal Declaration of Human Rights embodies a set of guarantees enabling one: · not just to live but to live with dignity; and · to develop fully and use one’s human qualities, intelligence, talents, and conscience.

1. The Declaration also states that everyone has the right to education.
2. Education shall be free at least at the elementary and fundamental stages.
3. Elementary education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
4. The World Conference on Human Rights considers human rights education, training and public information essential for the promotion and achievement of stable and harmonious relations among communities and for fostering mutual understanding and tolerance.

Human rights education should include peace, democracy, development and social justice, as set forth in international and regional human rights instruments, in order to achieve common understanding and awareness with a view to strengthening universal commitment to human rights.

Taking into account the World Plan of Action on Education for Human Rights and Democracy, adopted in March 1993 by the International Congress on Education for Human Rights and Democracy of the United Nations Educational, Scientific and Cultural Organization, and other human rights instruments, the World Conference on Human Rights recommends that States develop specific programmes and strategies for ensuring the widest human rights education and the dissemination of public information, taking particular account of the human rights needs of women.

Human rights education aims to do the following: · Enhance the knowledge and understanding of human rights. · Foster attitudes of tolerance, respect, solidarity, and responsibility. · Develop awareness of how human rights can be translated into social and political reality.

1. · Develop skills for protecting human rights.
2. The Constitution of Pakistan shapes the country’s concept of human rights.
3. Basic objectives of the Constitution have been defined in the Preamble and the protection of human freedom and liberties are emphasized in Fundamental Rights Chapter.
4. The rights of the child have been given the greatest priority under the Constitution.

Under Article 25-A of the Constitution, free and compulsory education in fact refers to fundamental rights education which is aimed to fully develop human personality and strengthen respect for human rights and fundamental freedoms. Through Article 25-A of the Constitution legislature by way of inserting words “compulsory education” has intended to provide education that could promote understanding, tolerance and tranquility among the people of Pakistan belonging to different religions, casts, communities and cultures.

The following provisions in Constitution safeguard fundamental human rights: Equality before the law (Article 25); Freedom of speech and expression (Article 16); Right to assembly and association (Article 17); Right to trade and business (Article 18); Prohibition of traffic in human beings and forced labor (Article 11); Prohibition of labor in case of children below 14 years (Article 11); Freedom to profess religion (Article 20); Safeguards as to educational institutions in respect of religion (Article 22); Non-discrimination on ground of religion, race, caste, sex, and place of birth (Article 26); Equality of opportunity (Article 27); Conservation of language, scripts, and culture (Article 28); and Provision for free and compulsory education of children up to 16 years of age (Article 25-A).

The heart of human rights education is curriculum development for all stages of school education. As a guidance to develop the curriculum for children we can incorporate valuable ideas from the Vienna Declaration-human rights, humanitarian law, democracy, rule of law, peace, development, and social justice.

We can also add many more to provide local color and to relate human rights with the needs of learners at different stages. Maybe some of these topics are already exist in the prevailing curriculum, but now the challenge is to make the human tights topic as the main agenda of learning. Human rights education should find its rightful place in the school curriculum, teacher training courses-pre- and in-service, textbooks, supplementary reading materials, educational policies, and school administration.

Human rights education must exert its influence from early childhood education onward and through a broad range of disciplines to build a human rights culture. Hence, greater commitment from all sectors and preparation of a sound, realistic plan of action can help us achieve human rights education for all and transform the human rights movement into a mass movement to achieve a better social order and peaceful coexistence.
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What is the importance of human rights education in the Philippines?

Learning about human rights is increasing the awareness of the public about human rights, the principles and laws the govern its promotion and protection, the institutions that partake in providing human rights services, and its history, importance and relevance.
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How does education promote human rights?

The first goal – This arresting notion of the development of the human being’s full personality, while abstract, is important as a thematic thread running through the UDHR. Its significance in framing a holistic concept of human nature as essentially free, social, potentially educated, and entitled to participation in critical decision-making is bolstered by repetition at several points: • Article 22 says everyone’s rights to social, economic and cultural rights are “indispensable” for the “free development of his personality”.

• Article 26 posits a right to education, and states: “Education shall be directed to the full development of the human personality”. • Article 29 repeats the holistic vision of human rights, saying: “Everyone has duties to the community in which alone the free and full development of his personality is possible”.

The language linking these provisions in “full development” terms illustrates the organic nature of the Declaration whereby diverse rights flow from a belief in the equality of all human beings and the fundamental unity of all human rights. The often reiterated right to “the full development of the human personality” was seen by most framers as a right reinforced by community and social interaction.

1. It linked and summarized all the social, economic and cultural rights in the Declaration.
2. Given the goal of the full development of the human personality in the context of society – the only context in which this can occur – it follows that the right to education is a social right, a social good, and a responsibility of society as a whole.

Latin Americans took a leading role in framing the right to education. Belarmino Austregésilo de Athayde for Brazil provided a keynote statement on the importance of value-based education and was the first to argue that education provides the individual with the wherewithal “to develop his personality, which is the aim of human life and the most solid foundation of society”.3 An Argentine proposal put substance on these abstractions mimicking Article 12 of the American Declaration of the Rights and Duties of Man.

1. The one-year old Declaration of Bogotá said: “Every person has the right to an education that will prepare him to lead a decent life, to raise his standard of living, and to be a useful member of society”.4 Calling for greater conciseness, Mrs.
2. Roosevelt cautioned against language that would overload the right to education.

In this spirit, the framers settled on alternative simpler language – “Education shall be directed to the full development of the human personality”.5 The “full development” goal was intended to capture the enabling qualities of the right to education, and of education about human rights to capacitate people to their potential faculties so as to ensure human dignity.

This view follows from a close reading of the key phrase – “full development of the human personality” – which is immediately followed without so much as a comma by the phrase: “and to the strengthening of human rights and fundamental freedoms”. Using a standard approach to statutory construction, one might fairly conclude that the joining of the two elements was deliberate and meaningful, especially in view of Mrs.

Roosevelt’s injunction to seek conciseness. The logic of the two ideas in combination tells us that education promoting the full development of the human personality and the dignity it entails also promote human rights. And for such full development, education for dignity should take into account the total menu of human rights, personal rights like privacy, political rights like participation and the right to seek and disseminate information; civil rights like equality and non-discrimination; economic rights like a decent standard of living; and the right to participate in the community’s cultural life.
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How does human rights education gives a better contribution to peace?

What is Human Rights Education? – Human Rights Education is education about, but also for human rights. For example: Teaching people about international law or about human rights violations such as torture is teaching about human rights. Teaching people how to respect and protect rights, is teaching for human rights. Human Rights Education is all about helping people to develop to the point where they understand human rights and where they feel that they are important and should be respected and defended.

1. This manual can help you to teach about, but also for human rights.
2. The activities give children SKILLS, KNOWLEDGE, and ATTITUDES which they will need to work towards a world free of human rights violations.
3. These aspects are encapsulated in each of the activities by a participative, interactive educational METHODOLOGY.

Participative methodology has been found by human rights educators to be the most efficient and most powerful way to develop skills and attitudes, as well as knowledge, in both children and adults. The diagram on page 7 may help you to visualise this relationship of skills, knowledge, attitudes and methodology.

1. See also page 38 for further explanation of this model and advice on creating and analysing human rights teaching activities.) SKILLS: Such as listening to others, making moral analysis, cooperating, communicating, problem solving, and questioning the status quo.
2. These skills help children to: – analyse the world around them – understand that human rights are a way to improve their lives and the lives of others – take action to protect human rights KNOWLEDGE: Such as knowing that human rights documents exist and which rights they contain, and that these rights are universally applicable to all human beings and inalienable.

Also knowing the consequences of violating human rights. This knowledge helps children to protect their own rights and the rights of others. ATTITUDES: Such as that human rights are important, that human dignity is inherent in all people, that rights should be respected, that cooperation is better than conflict, that we are responsible for our actions, and that we can improve our world if we try.

These attitudes help children to develop morally and prepare them for positive participation in society. METHODOLOGY: Participative, interactive methodology involves children fully in learning. Alongside their teacher, they become active explorers of the world around them, rather than passive recipients of the teachers’ expertise.

This methodology is particularly appropriate when dealing with human rights issues, where there are often many different points of view on an issue, rather than one correct’ answer.
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What is human rights education in your own words?

Human rights education also fosters the attitudes and behaviours needed to uphold human rights for all members of society. Human rights education activities should convey fundamental human rights principles, such as equality and non-discrimination, while affirming their interdependence, indivisibility and universality.
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What are the 5 most important human rights?

What Are Human Rights? – Human rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more. Everyone is entitled to these rights, without discrimination.
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Why is it important to include human rights education in the school curriculum?

HRE helps pupils be aware of human rights issues and to understand human rights concepts such as democracy, freedom of speech, justice, equality, human dignity, solidarity and peace. It also helps pupils, academics and teachers to incorporate human rights vales into their personal culture and decision-making processes.
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What are the important human rights in the Philippines?

The Human and Peoples’ Rights Declaration of the Philippines – PREAMBLE We, peoples of the Philippines, give highest value to the dignity and fullness of life of the human person and share a common aspiration for human rights—even as we speak different languages and dialects, profess different spiritual beliefs and uphold different ideologies.

• Ours is a history of revolutionary struggle against all forms of oppression for national freedom, justice, equality and peace.
• The same struggle and aspirations for freedom and respect for human rights have inspired our collective spirit to become a nation proud of our heritage and diverse culture.
• Today, we rekindle the same revolutionary spirit in our struggle against the negative effects of globalization, debt burden, environmental destruction, social inequality and poverty.

These make human and peoples’ rights our foremost concern. We assert that human and peoples’ rights are our fundamental, inherent and inalienable rights to life, dignity and development. We recognize that these rights are universal, interdependent and indivisible and are essential to fulfill and satisfy our civil, political, economic, social, cultural, spiritual and environmental needs.

1. They are what make us human.
2. The growing democratization process and human rights consciousness as exemplified in the active participation and assertion of civil society have served as tools in opposing all forms of human rights violations and all forces that block our development as individuals and as a nation.

Therefore, we hereby proclaim by this declaration, the basic standards for the protection, promotion, respect and fulfillment of human and peoples’ rights by the State. INDIVIDUALS, SOCIETY AND THE STATE 1. We have the natural right to life and liberty and are equal in dignity.

1. Equal concern and respect for these basic rights should be guaranteed, protected and upheld by the State.2.
2. The State has the duty to safeguard and assure the dignity of its peoples as individuals and as members of communities and ensure their capacity for self-development.
3. The State should formulate policies, enact laws and provide mechanisms that are in conformity with universal human rights standards.3.

The State has the obligation to provide the highest standard of living for its citizens by eradicating social, economic, political, cultural, ethnic and gender inequalities. In the determination and implementation of laws and policies, the government must always respect and consider the concerns of women, children and youth, persons with disabilities, the mentally challenged, older persons, indigenous and Moro peoples, the urban and rural poor, farmers and fisherfolk, workers – local and overseas, public or private, whether formally employed or not, displaced families and communities and other vulnerable sectors, with the view to ensuring their empowerment.4.

The diversity and plurality of the Philippines must be safeguarded through respect and tolerance. The State must respect and promote harmony and understanding between and among individuals, communities and peoples. It must uphold non-discrimination among peoples regardless of age, race, ethnicity, religion, gender, physical ability, sexual orientation, social beliefs and political convictions.

Cultural traditions and institutionalized power shall not serve as justification for any form of violence, abuse, neglect, or deprivation of human and peoples’ rights. CIVIL RIGHTS 5. We have the right to life, liberty, security and property. We have the right to a transparent, credible, competent and impartial justice system, free from influence and corruption, where wrongs are redressed and justice is dispensed fairly, speedily and equitably.

We must have equal access to the courts and adequate legal assistance. We must be treated equally before the law regardless of our political, social and economic status.6. We have a right to the security and privacy of our persons and our homes. The State shall respect and uphold our right to the privacy of communication, information, private transactions and affairs.

The State shall ensure our freedom of movement and liberty of abode.7. The requirements of due process of law shall be observed before, during and after trial. The accused is presumed innocent until proven guilty and shall enjoy the right against self-incrimination, the right to an independent and competent counsel preferably of his or her own choice, and the right to be informed of such rights.8.

Detainees and prisoners have the right to humane conditions of detention with adequate food, space and ventilation, rest and recreation, sanitary and health services, and skills training. They have the right to communicate with counsel, family and friends and be visited by them. The right to practice their religious beliefs and to express themselves shall likewise not be denied.

The State must provide separate detention facilities for women and children in conflict with the law. Detainees and prisoners shall be given the opportunity for correction and rehabilitation towards their reintegration into society.9. No person shall be subjected to arrests, searches, seizures and detention without due process of law.

No suspect, detainee or prisoner shall be subjected to torture, force, violence, intimidation, harassment or threats. No accused shall be subjected to trial by publicity. Neither shall cruel, inhuman or degrading punishment or treatment or incommunicado or solitary confinement be imposed.10. We have the right against involuntary disappearances.

The State shall protect its citizens from all forms of systematic and massive extrajudicial and summary killings. The State shall take responsibility for all the acts of its State agents and give information and assistance to the families of the disappeared.

1. POLITICAL RIGHTS 11.
2. We have the right to live in a democracy and are entitled to enjoy its benefits.
3. The right to meaningful representation, participation and decision-making about individual and community concerns shall be recognized and maintained.
4. The protection of life, liberty and property, the upliftment of economic conditions and the promotion of the general welfare are essential prerequisites of a truly democratic society.12.

Public office is a public trust. Transparency, accountability, integrity and competence are minimum standards of good governance. It is the State’s duty to eliminate graft and corruption at all levels of the bureaucracy. Towards this end, our right to information on matters involving public interest shall be safeguarded.13.

• We have the right to determine, participate, intervene and take action in all matters that directly and indirectly affect our welfare.
• The freedoms of speech, press, association and peaceful assembly shall at all times be recognized and protected by the State.14.
• The State shall provide equal access to opportunities for public service to all competent and qualified citizens.

The State must equitably diffuse political power and prohibit political dynasties in accordance with democratic principles.15. Sovereignty resides in the people. We reserve the right to defy a tyrannical, oppressive and corrupt regime by means consistent with general principles of human rights.

1. SOCIAL AND CULTURAL RIGHTS 16.
2. We have the right to enjoy the highest standard of health.
3. The State shall ensure that its citizens shall be adequately nourished and free from hunger.
4. The State has the obligation to establish a responsive social housing program and protect the people from unjust evictions from their homes.

Protection and assistance shall be accorded marginalized families and vulnerable sectors of society.17. We have the right to a free, accessible, relevant, nationalistic, quality, gender and culturally sensitive education, responsive to our needs, which advances the culture of human rights.18.

1. The State must establish a responsive social welfare system that contributes to the continuous improvement of its people and their lives.
2. All public utilities should be accessible and affordable to meet the peoples’ basic necessities.19.
3. Children and youth have rights to special care, education, health, and protection against all forms of abuse, discrimination, exploitation, corruption, and conditions affecting their moral development.

The best interest of the child shall always take precedence in State policies and laws.20. Women are partners of men in nation building. They have equal rights in civil, political, social, and cultural aspects of life. The State shall protect and defend them from discrimination, exploitation, trafficking, assault, battery and other forms of abuse and violence.21.

Men and women have reproductive rights. The State shall recognize the rights of all couples and individuals to decide freely and responsibly the number, spacing and timing of their children and to have the information and means to do so, and the right to attain the highest standard of sexual and reproductive health.

The State shall also recognize the rights of couples in making decisions regarding reproduction free of discrimination, coercion and violence, as expressed in human rights documents.22. The indigenous and Moro peoples have the right to equality with all other peoples and against all forms of discrimination.

They have the right to existence as distinct peoples free from assimilation as well as the right to resist development aggression, which threatens their survival as a community. Thus, the State shall assist and support them in the protection and preservation of their culture, language, tradition and belief.

They have an inherent right to their ancestral domain, which must be given urgent immediate attention and protection by the State and should be respected and defended by all.23. The State shall accord special protection to persons with disabilities. They have the right to enjoyment of equal opportunity as well as appropriate and accessible social services, education, employment, rehabilitation and social security.24.

Older persons shall be given preferential treatment by the State. They shall be given priority in terms of accessible social security and health. ECONOMIC RIGHTS 25. We have the right to a nationalistic and independent economic policy protected from foreign domination and intrusion. We have the right to a self-reliant economy based on national industrialization.

We have the right to resist all forms of oppressive and unreasonable trade liberalization, to oppose a subservient debt management strategy, and to repudiate all foreign debts that do not benefit the people. The State shall develop efficient and effective debt management strategies that will benefit the people and shall give preferential treatment to local capital.26.

We have the right to equal access to employment opportunities and professional advancement. The labor force is the lifeblood of the country and all workers have the right to just compensation, dignified and humane working environment, job security, the right to form and join unions and organizations, to bargain collectively, to go on strike and to actively participate in political life.

Discrimination in the work place, sexual harassment, slavery, exploitation, and child labor shall not be tolerated. Moreover, overseas workers have the right to enjoy the basic rights accorded to workers in their respective host countries, consistent with international labor laws or standards.27.

• Land, as a limited resource, bears a social function.
• The right to own land should be limited to Filipinos and shall be guided by the principle of stewardship and subject to the demands of the common good.
• Peasants shall have the right to own the land they till through a genuine agrarian reform program including support services.

Landowners shall also be protected from land grabbers through effective legal and administrative measures.28. Fisherfolk have the right of access to fishing grounds, to protection from foreign incursions and local large-scale/commercial fishing business, to genuine aquatic reforms and to the preservation and protection of communal fishing grounds.29.

• We have the preferential right to the judicious cultivation, utilization, and preservation of our natural resources which will ensure an ecological balance that can support and sustain the total physical and economic well being of every person, family and community.30.
• The marginalized and vulnerable sectors shall have preferential access/control to credit and micro-finance, and the right to skills and livelihood training, which shall contribute to the constant improvement of their lives.

COLLECTIVE RIGHTS 31. We have the right to self-determination. This right provides us with the freedom to develop ourselves as peoples, preserve our culture and retain our national identity. Our peoples shall not be coerced into assimilation, nor shall forced evacuation, dislocation and displacement resulting from development aggression and other State policies should be allowed.

We have the right to resist any form of political, economic, social or cultural domination by resorting to any legitimate means.32. We have the right to a clean, safe and sustainable environment that supports an equitable quality of life. Ecological balance must be preserved in the pursuit of national development because the capacity of our resources to continue supporting our daily needs is limited.

Collectively, we have the intergenerational responsibility to protect, conserve and develop our natural environment for the enjoyment of present and future generations of Filipinos.33. We have the right to a social order, which is conducive to peace and development.

• It is the duty of the State to undertake a comprehensive peace process that reflects the sentiments, values and principles important to all peoples of the Philippines.
• Therefore, it shall not be defined by the State alone, nor the different contending groups only, but by all peoples of the Philippines as one community.

The promotion and protection of our rights must be geared towards international understanding, solidarity among peoples and nations, and friendship among all racial, ethnic or religious groups. EPILOGUE Human rights are universal, inalienable and indivisible.

They are dynamic and continue to evolve in response to the growing needs, concerns and aspirations of individuals and communities. These rights are enriched in the course of the struggle for their full recognition. The human and peoples’ rights affirmed in this declaration are wholly consistent with contemporary international standards.

Nothing in this declaration shall be used to negate or deny any other rights – whether specified or inferred found in national or international human rights instruments. The promotion of human and peoples’ rights is pursued through individual and collective action.

They are the product or purposive struggle and are linked to the real conditions and concerns of the people. While much has been achieved, much remains to be done. In this new millennium, there will remain the need for human rights defenders so long as repressive regimes, systems and structures exist that threaten to thwart our gains.

In our world today, more and more people have become aware and thus aspire to live in an environment that protects the universal standards of human rights. Human rights are a source of strength and power for people – they enable us to continue to work for peace, prosperity, progress and sustainable development.

« Declaration of the Asia-Pacific NGO Forum Osaka City University Declaration of Human Rights 2001 » Human Rights Declarations in Asia-Pacific

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How can you describe education as human right in the Philippines?

The International Covenant on Economic, Social and Cultural Rights – Articles 13 and 14 of the ICESCR set out detailed formulations of the right to education. Article 13 contains a general statement that everyone has the right to education and that education should contribute to the full development of the human personality.

1. It also specifically stipulates: • Primary education shall be compulsory and available free to all.
2. Secondary education, including technical and vocational education, shall be made generally available and accessible to all by every appropriate means, in particular by the progressive introduction of free education.

• Higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate means, in particular by the progressive introduction of free education. • Fundamental education shall be intensified for those persons who have not received or completed the whole period of their primary education.

• Systems of schools shall be established and the material condition of teaching staff shall be continuously improved.
• The liberty of parents or guardians to choose for their children schools other than those established by the public authorities which conform to minimum educational standards shall be respected.

In addition, article 13 recognizes the liberty of parents or guardians to ensure the religious and moral education of their children in conformity with their own convictions. Article 14 requires each state party that has not been able to secure compulsory primary education free of charge, to undertake, “within two years, to work out and adopt a detailed plan of action for the progressive implementation,

• Of compulsory primary education free of charge for all.” Convention on the Rights of the Child (CRC) Articles 28 and 29 of the CRC deal with the right of the child to education.
• Article 28 is similar to the provisions contained in ICESCR.
• In addition, it states that school discipline should be administered in a manner consistent with a child’s human dignity.

Article 29 stipulates that the education of the child shall be directed towards the development of the child’s personality, talents, and mental and physical abilities to their fullest potential.
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What is the most important human right in the Philippines?

10 Important Facts About Human Rights in the Philippines Human rights are the basic rights inherent to all human beings from birth until death. These rights include the right to life and liberty, personal security, freedom from torture, freedom from discrimination and freedom from arbitrary arrest, among others.

• Since the election of President Rodrigo Duterte in 2016, it has been widely alleged that these and many other basic human rights have been violated in the,
• According to Human Rights Watch, Duterte and his War on Drugs has plunged the Philippines into its worst since the dictatorship years of the 1970s and 1980s.

Here are 10 facts about the current environment of human rights in the Philippines.
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What is the importance of human rights education in the field of law enforcement or criminal justice?

Police officers must not only respect human rights but must also actively protect human rights by, for example, arresting a suspect in order to protect the rights of other people. This police duty to protect is what makes human rights the foundation of police work.
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