Summary of national initiatives undertaken within the World Programme for Human Rights Education (2005-ongoing)

This is a summary of information received by the Office of the UN High Commissioner for Human Rights (OHCHR) from Governments and National Human Rights Institutions concerning their activities to implement the Plan of Action for the first phase (2005-2009) of the World Programme for Human Rights Education (WPHRE). National initiatives are presented by country, under five regions  (Africa; Asia/Pacific; Europe and North America; Latin America and the Caribbean; Middle East and North Africa).

The United Nations system has addressed Ministers of Education (or equivalent institutions) of all UN Member States on two occasions, regarding the World Programme. On 9 January 2006, the UN High Commissioner for Human Rights, together with the Director-General of UNESCO (and the Secretary-General of the Council of Europe, for Council of Europe's Member States), wrote to Ministers of Education to encourage implementation of the Plan of Action and offer assistance upon request. The Ministers of Education were also requested to provide information on which relevant departments or units in the Ministry that would coordinate initiatives related to the implementation of the Plan of Action. Sample of letter from OHCHR and UNESCO dated 9 January 2006. Sample of letter from OHCHR, UNESCO and the Council of Europe dated 9 January 2006.

On 10 December 2007, the United Nations Inter-Agency Coordinating Committee on Human Rights Education in the School System (UNIACC), composed of 12 UN entities (ILO, OHCHR, UNAIDS, UNDG, UNDP, UNDPI, UNESCO/ International Bureau for Education, UNFPA, UNHCR, UNICEF, UNIFEM, UNRWA), wrote to Ministers of Education to reinforce implementation of human rights education in the primary and secondary school systems, take stock of the national initiatives carried out so far to implement the Plan of Action of the World Programme and to offer the assistance of the United Nations system upon request. The Ministers of Education were also requested to provide information on which relevant departments or units in the Ministry that would coordinate initiatives related to the implementation of the Plan of Action. The letter was signed by the UN High Commissioner for Human Rights on behalf of the Committee. Sample of letter dated 10 December 2007.

For more information and comments, please contact us at: wphre@ohchr.org.

For contact information of national focal points, please refer to National focal points for the World Programme for Human Rights Education. For information on national initiatives in the area of human rights education , prior to 2005, please refer to the Summary of national initiatives undertaken within the UN Decade for Human Rights Education (1995-2004).

AFRICA

Angola

Government
After thirty years of civil war, the Government of Angola envisages the promotion of human rights education to address the urgent need to ensure that the values of liberty, human rights, democracy and citizenship are imparted in children and young people in Angola. The education policy in Angola strives towards an education for human and democratic values and principles and therefore implies a constant revision of curriculum and didactic materials to guide the daily work of teachers and educational professionals.

In the context of the current Education Reform, Angola has substantially reformulated the conceptual framework for the education and included the development of the human person and citizenship as objectives and educational content. The National Institute of Research and Development of Education (Instituto Nacional de Investigação e Desenvolvimento de Educação – INIDE), a public institute under the Ministry of Education which is responsible for pedagogical research, programs, materials and curricula for the education system, is collaborating with OHCHR in Angola to integrate human rights in the pedagogical materials used in schools.

The following pre-requisites for the development of didactic materials have been identified:

• the necessity to make an assessment of previous efforts to integrate human rights in the didactic materials;
• the importance of taking into account the Angolan context in the process of integrating human rights into educational materials;
• the need to indentify possible negative influences which could impact on the education process, such as the colonial heritage, the consequences of the recent war, globalization and the improper behavior of certain public officials;
• the importance of putting the student in the center of this process.

INIDE and OHCHR Angola have planned to integrate human rights education in schools in four phases. The first phase consisted in training of teachers and staff of INIDE on international human rights instruments, cultural and educational values, techniques of revision and validation of curricula and basic strategies to include human rights in the school curriculum. The second phase included the development of Manuals on Human Rights for teachers in primary and secondary schools, which had the following components:

• the goals of human rights education;
• elaborate on basic human rights concepts;
• psychological and educational advices on human rights
• explain the relationship between human rights and duties;
• human rights education in every education cycle and all subjects; confidence-building, prohibition of discrimination, familiarities and differences, class “organization”
• methodologies for teaching human rights;
• national, regional and international treaties regarding human rights.

The third phase focuses on teacher training and the national piloting of the Manuals on Human Rights, with the aim to equip teachers with the methodological guidance to teach human rights in various educational disciplines. In the fourth phase Manuals on Human Rights will be published and made generally available; this includes that all teachers should be trained in interactive and participatory teaching methods on human rights.

Last information received: 6 March 2008

Source: Instituto Nacional de Investigação e Desenvolvimento de Educação .

Burundi

Government
Human rights education initiatives have been undertaken in primary and secondary schools since 1994. In 2006 the Minister of National Education and Culture, with the support of the UNESCO Chair, elaborated an assessment on human rights education in schools in Burundi. Based on the assessment a “Plan of Action for education in civic, peace and human rights” (Plan d'Action de Formation Civique et Humaine et d'Education à la Paix et aux Droits de l'Homme) was developed for 2007-2008 as part of its efforts to develop a national strategy to integrate human rights education in schools.

Burundi is currently engaged in the third step of the process to integrate human rights education in the school system, i.e. implementing and monitoring its Plan of Action for education in civic, peace and human rights. One of the initial projects resulting from the Plan of Action is the elaboration of human rights education manuals. The manuals for the 1st and 2nd year are already available in schools, the materials for the 3rd and 4th year are being elaborated while those for the 5th and 6th year as well as those for secondary schools are being piloted.

The implementation of the Plan of Action for education in civic, peace and human rights in Burundi is restrained by technical and financial difficulties, including lack of trained teachers. A plan to overcome the challenges and strengthen coordination among all actors involved in the implementation and monitoring process has been elaborated and will be submitted to national and international partners for funding of the program. The Ministry of National Education and Culture, the Director General of UNESCO, the representative of the United Nations High Commissioner for Human Rights from the Human Rights and Justice Division, and representatives of UNICEF, in August 2007 decided to establish a mixed team composed of the representatives of the Government of Burundi and national and international organizations, chaired by the President of Burundi, to search for funds for implementation of the programme.

The Minister of Education and Scientific Research has nominated a focal point for human rights education within the Ministry.

Last information received: 31 March 2008

Contact: Ministère de l’Education Nationale et de la Recherche Scientifique

Cameroon

Government
A Committee for the Elaboration and Implementation of the Plan of Action for Human Rights (Comité d’Elaboration et de Mise en oeuvre du Plan d’Action aux Droits de l’Homme) was created on 10 November 2006, to integrate human rights education into the primary school system. To date the following activities have been undertaken: a calendar for activities has been elaborated; fifty primary schools have been selected as pilots for human rights education; seminars have been organized for teachers. Further, the Ministry of Basic Education has elaborated a pedagogical material on human rights education for primary schools, identified the educational materials appropriate for human rights education and devised strategies for follow-up activities. The Plan of Action for 2007-2008 envisages the effective teaching of human rights education to begin in primary schools at the beginning of the school year 2008/2009.

The Ministry of Basic Education has nominated a focal point for human rights education within the Ministry.

Last information received: 1 April 2008

Source: Ministère de l’Education de Base

National Human Rights Institution

To establish a human rights education programme in Cameroon, the National Commission for Human Rights and Freedoms (la Commission Nationale des Droits de l’Homme et des Libertés, hereafter CNDHL) began with a feasibility study collecting information from primary secondary schools as well as higher education. On the basis of the collected information a group of resource persons elaborated the main elements of human rights education programme for the school system. The project was reviewed by representatives from the whole education sector at a workshop in June 2004. The workshop participants recommended the elaboration of pedagogical materials on human rights; such materials, for primary schools, secondary schools, universities, graduate institutes and the army respectively, have been elaborated by the group of resource persons. The materials were validated at a workshop in February 2006 and were expected to be finalized in March 2006 with subsequent translation into English and publication by May 2006. A country-wide training of trainers was planned for May 2006 and the human rights education programme was planned to be launched in June 2006. Follow-up and evaluation would commence from September 2006.

Last information received: 31 March 2006

Source: Commission Nationale des Droits de l’Homme et des Libertés

Chad

Government
The Minister of National Education has appointed the Centre for National Curricula as focal point for the Plan of Action for the first phase of the WPHRE.

Last information received: 6 April 2008

Source: Ministère de l’Education Nationale

Ethiopia

Government
As part of the new Education and Training Policy launched in Ethiopia, the subject “Civics and Ethical Education” has been introduced in primary, secondary and tertiary education. The subject is designed to develop among the students the culture of tolerance, respect for the rule of law, upholding the constitution and the constitutional system, giving due respect to human and democratic rights of citizens and imbue them with the value of active participation in the democratic process of Ethiopia.

The Government of Ethiopia has further set up a Civics and Ethical Education Department to promote civic values in the country; launched workshops for teachers aiming to sensitization around international human rights instruments and the federal constitution of Ethiopia; developed textbooks on Civics and Ethical Education for students at all levels; and prepared course outlines for the tertiary education. Beyond the subject Civics and Ethical Education, human rights values have been incorporated into the civics curriculum at all levels of the education system.

The Civics and Ethical Education Department in the Ministry of Education is the focal point for the Plan of Action for the first phase of the WPHRE.

Last information received: 13 March 2007

Source: Ministry of Education

Lesotho

Government
The Ministry of Education and Training, through the National Curriculum Development Centre, has introduced a Human Rights module which is integrated in the Social Studies course at primary school level. The Ministry has further introduced Life Skills Education as a compulsory subject in its school curricula at primary and secondary school levels. Human Rights is part this curriculum.

Last information received: 14 March 2008

Source: Ministry of Education and Training

Liberia

Government
The Ministry of Education has committed to introducing human rights into the national primary and secondary curriculum, as part of a broader programme to rebuild and improve Liberia’s educational system in the post-conflict era. The Ministry of Education has therefore undertaken the following activities:

- Human rights education has been introduced on an ad-hoc basis in various schools and teacher training institutes;
- Peace, human rights and citizenship education, along with health and technological education is included in the newly revised curricula;
- Preparation of new teaching manuals for human rights, peace and citizenship education for primary and secondary schools are underway, with the support of UNESCO, UNDP, UNHCR and UNMIL and with the involvement of the civil society;
- Plans are underway for teacher training on human rights, peace and citizenship education, in order to start teaching it as a separate subject in schools and Teacher Training Institutes beginning September 2006;
- The Ministry of Education plans to establish a human rights resource center within the Legal Department of the Ministry. The center will serve as a central coordinating body for human rights education in Liberia and will be supervised by the Legal Counsel of the Legal Department.

Constraints for implementing the program include the remuneration of teachers, slow rehabilitation of school buildings and roads to schools destroyed by the civil war, as well as low attendance of children in formal education (UNESCO’s Global Monitoring Report (2005) estimated that less than 33% of school-aged children attended school), resulting in a need also for further initiatives in the non-formal sector.
The Legal Counsel in the Ministry of Education is responsible for coordination of human rights, peace and citizenship education.

Last information received: 18 August 2006

Republic of Guinea

Government
The Ministry of Pre-University Education and Civic Education has undertaken a number of activities to promote human rights education in the school system, such as the creation of a National Direction on Civic Education (Direction Nationale de l’Education Civique); the introduction of human rights education in the curricula for basic education; capacity-building of some educational personnel; the testing in schools to students structures such as “Student Governments”, etc.

The Ministry of Pre-University Education and Civic Education has appointed an inter-ministerial national commission to coordinate activities to implementation the first phase of the WPHRE.

Last information received: 12 April 2007

Source: Ministère de l’Enseignement Préuniversitaire et de l’Education Civique

Ivory Coast

Government
The Legal Adviser to the Minister of Education has been appointed as a focal point for the World Programme for Human Rights Education.

Last information received: 18 July 2006

Source: Ministry of National Education

Madagascar

Government
The Office for Mass Education and Civism (Office de l’Éducation de Masse et du Civisme - OEMC) is implementing the project « Promotion of culture and protection of human rights in schools » (Promotion de la culture et de la défense des Droits de l’Homme à l’école) funded by the United Nations Democracy Fund (UNDEF) with $ 348.103. The project will lead to a study, examining the respect for human rights in schools, which will be validated nationally and which will identify the national priorities and strategies to promote human rights in schools. The project also includes the elaboration of pedagogical manuals on human rights education.

Madagascar plans to strengthen education for parents as well as pre- and in-service training of school personnel. Further, human rights education forms part of the broadcasts of the national Education Radio (Radio Educative à la Radio Nationale Malagasy) and some audio-visual support materials have been developed to facilitate transmission of human rights education messages. The film “Hianatra aho” was produced in December 2006, in collaboration with students from the United Nations Club of Lycée Jules Ferry, to promote the scholarisation of children and to combat child labour.

Madagascar has an “Education For All National Plan” to reform the education system, including the curricula. The OEMC has realized a comparative study on civic education programmes and will forward the results to the Direction for the Development of Curricula (la Direction de Développement des Curricula).

Within the Ministry of National Education and Scientific Research, the Office for Mass Education and Civism is responsible for human rights education in Madagascar.

Last information received: 29 March 2008

Source: Office de l’Education de Masse et du Civisme, Ministère de l’Education Nationale et de la Recherche Scientifique

Niger

Niger is reforming the education system and has elaborated a national plan for human rights, peace and democracy education ( Plan d'Action National d'éducation à la paix, à la non violence, aux droits de l'homme et à la démocratie en Niger ).

The Minister of Basic Education and Alphabetization has appointed the Director for Curricula and Pedagogical Innovation ( le Directeur des Curricula et des Innovations Pédagogiques ) as focal point for the WPHRE.

Last information received: 15 September 2006

Source: Ministère de l’Education de Base et de l’Alphabétisation

ASIA/PACIFIC

Australia

Government
The Government of Australia supports human rights education in a number of ways, including through its Civics and Citizenship Education program and its Values Education program. An annual civics and citizenship education professional forum for teachers is funded through the Civics and Citizenship Education program.

School education in Australia is the constitutional responsibility of state and territory government and non-government education authorities, with the Australian Government taking a leadership role. This has included contributing to the development of the national Statement of Learning for Civics and Citizenship Education, which incorporates human rights education. State and territory governments have agreed to implement the Statement of Learning in 2008.

The Curriculum Branch of the Ministry of Education has been appointed as focal point for Australia’s implementation of the first phase of the WPHRE.

Last information received on: 11 March 2008

Source: Ministry of Education

Brunei Darussalam

Government
Human rights education as a curriculum package in the school system per se, is yet to be developed in Brunei Darussalam. Nevertheless the incalculation of human rights values in the education system is actively promoted by the Ministry of Education thought the Special Education Unit, whose key role is to promote inclusive education. The Ministry of Education's Strategic Plan 2007-2011 was formulated to revitalize and re-energize the education system, so that all students, including those with special needs, will receive the best quality education required to succeed in the future.

The Special Education Unit, Ministry of Education, upholds the integration of human rights in the primary and secondary education system in Brunei Darussalam through actively promoting inclusive education in the education system. The Ministry of Education and the Special Education Unit supports the Vision of Education for All (EFA), in particular the second and the sixth EFA goals, which were reaffirmed at the Dakar World Education Forum 2000.

The Compulsory Education Order, 2007, ensures that every child from the age of six to fourteen attends school.

Last information received: 5 April 2008

Japan

Government
Japan has completed the first two (analysis and setting of national priorities) of the four stages of implementing the Plan of Action for the first phase of the WPHRE. The third stage is under implementation and the fourth, evaluation, is scheduled for the future.

The 2000 "Act for the Promotion of Human Rights Education and Encouragement" focuses on the promotion of human rights education. The Government of Japan made an analysis of the current situation of "The Basic Plan for the Promotion of Human Rights" (decided on by the Cabinet in March 2002), which also stipulates measures to promote and encourage human rights education.

The Government of Japan has designated model regions and schools for human rights education in primary and secondary education, which are named as Regions of Comprehensive Promotion of Human Rights Education and Schools Designated for Human Rights Education and Research. The Government conducts practical research targeted at those regions and schools. Further, the Government of Japan has conducted survey research on how to reform and improve teaching methods for human rights education. Surveys were made in 2004, 2006 and 2008. The results are disseminated to all prefectures, municipalities and schools.

Moreover, the Government has conducted survey research concerning teaching materials, teacher training and instruction methods of human rights education. The results were summarized in 2004 and 2006. In 2008 the Government of Japan converted the results into study and training programmes, which have been disseminated. The Government has started to monitor the achievements of the survey research concerning human rights education in primary and secondary schools.

The Government of Japan has assigned the International Affairs Division of Secretariat of the Ministry of Education, Culture, Science and Technology and the Student Affairs Division, Elementary and Secondary Education Bureau of the Ministry of Education, Culture, Science and Technology, to coordinate initiatives related to the implementation of the Plan of Action for the first phase (2005-2009) of the WPHRE.

Last information received on: 29 May 2008

Source: Permanent Mission of Japan , Geneva

Lao People's Democratic Republic

Government
To facilitate the implementation of the Plan of Action for the first phase of the WPHRE, the Ministry of Education is considering the establishment of a National Team of Human Rights Education.

Last information received: 6 July 2007

Source: Ministry of Education

Mongolia

National Human Rights Institution

The National Human Rights Commission promotes human rights by, inter alia, the organization of a variety of trainings and education courses on a nation wide scale. The Commission will continue to collaborate with the Ministry of Education, Culture and Science on the creation of formal and non-formal education systems on human rights and the training of specialists and lecturers in human rights, in accordance with Article 1.1.2.7 of the National Programme on Human Rights of Mongolia. The National Human Rights Commission is further developing a report on the national progress made in integrating human rights education in primary and secondary school systems.

Last information received: 26 March 2008

Source: National Human Rights Commission of Mongolia

New Zealand

Government
All schools in New Zealand are subject to the New Zealand Bill of Rights Act 1990 and the Human Rights Act 1993. In addition, the Education Standards Act 2001 (an amendment to the Education Act 1989) responds directly to the Human Rights Act by working towards ensuring compliance with human rights standards.

There are a number of ongoing initiatives that relate to New Zealand’s obligations under the WPHRE. For instance, Amnesty International and New Zealand’s Human Rights Commission are undertaking research into the role of schools and early education centres as human rights communities.

Human rights are a feature of the New Zealand social studies curriculum. At all levels of the curriculum students are encouraged to explore issues of rights and obligations. Human rights are also a key focus of social sciences curriculum resources kete on Te Kete Ipurangi and the social sciences exemplars. Further social science resource development is underway and will include a focus on human rights. Both the curriculum and social science resources are available in English and Mãori.

Last information received: 28 April 2006

Source: Ministry of Education

Pakistan

Government
The Government of Pakistan has designated the Curriculum Wing of the Ministry of Education as the focal point for human rights education in Pakistan.

Last information received on: 18 April 2006

Source: Pakistan National Commission for UNESCO, on behalf of the Government of Pakistan

Philippines

Government
The Department of Education Special Concerns Office (DESCO), under the Office of the Assistant Secretary for Legal and Legislative Affairs, Department of Education (DEPED) has been designed to coordinate all initiatives related to implementation of the Plan of Action for the first phase (2005-2009) of the WPHRE.

Last information received on: 18 April 2006

Source: Permanent Mission of the Philippines, Geneva

Republic of Korea

Government
With the launch of the National Human Rights Committee on November 25, 2001, the Republic of Korea began promoting a comprehensive human rights education on a national scale. Among the progress made to develop human rights programs and resources for nationwide use, is the set up of an internet-based human rights education system (http://humanrights.go.kr), the revision of textbooks to bring out the importance of human rights, and teacher-training programs run by the National Human Rights Commission.

Civil servants such as police officers, prosecutors, correctional officers and soldiers also receive human rights education under the supervision of the National Human Rights Commission. The National Police Agency and the Ministry of Defense operate an in house training program for their staff, with separate courses and learning resources on human rights.

To raise public awareness on human rights, films, cartoons, photography and other mediums are used. To encourage human rights education across all sectors of the society, including in schools and the public sector, the Korean government is backing a bill to make human rights education in organizations a legal requirement.

The Korean Government is in the process of elaborating a National Action Plan for Human Rights dealing with institutionalization of human rights education in all corners of the society, including the education, the public and the civil society sector.

Last information received on: 22 May 2006

Source: Permanent Mission of the Republic of Korea, Geneva

Singapore

Government

Singapore has a Compulsory Education Act which was enacted on 1 January 2003. It provides for 6 years of compulsory primary education. Most students complete at least 10 years of education.

Freedom of thought and expression is encouraged in the classroom. In the subject of Social Sciences, students at the primary level learn about how the different ethnic groups in Singapore and the people in Southeast Asia have different religions, customs and festivals. The importance of respecting other people's beliefs, religions and cultures in emphasised in promoting understanding and friendships. At the secondary level, students learn about internal and external threats that could cause serious religious and racial divides. In addition, there are various platforms in schools such as suggestion schemes, dialogues, journal writing and forums, to give students an opportunity to express their views. Schools seek students' involvement in setting either school rules or designing school uniform to foster a sense of ownership and bond to their school community.

In the formal curriculum, the Civics and Moral Education curriculum serves as a key platform in infusing values of respect, responsibility, integrity, care, resilience and harmony. Through the Social Sciences curriculum, students learn about the multiracial, multicultural and multi-religious society around them as well as the sense of belonging to family, school and community. Teachers also infuse national education messages into the syllabus. For example, national education issues could be discussed in subjects such as the General Paper, History, Geography and Economics.

In the non-formal curriculum, the Community Involvement Programme is a way for students of different ethnic backgrounds to work together on activities and projects that benefit the society. In addition, students are also given the opportunity for overseas exchange programmes that aid in the development of their social and cultural skills. Through interaction with peers of other races and nationalities, students acquire a deeper appreciation of different cultures and deepen their sense of social identity.

Bilingualism is another cornerstone of Singapore 's education system and all students study both English and the mother tongue. Since 2005, in addition to English and mother tongue languages, schools have been offering Conversational Chinese and Malay so that their students will have the opportunity to learn another mother tongue than their own.

All teachers are trained in basic counselling. Students with more difficult problems can be referred to Teacher Counsellors, of which there are two in each school. Further, schools adopt several proactive measures to prevent students from dropping out of school. Efforts are also made to ensure that students with special needs are well taken care of in the education system.

The International Cooperation Branch is the relevant department within the Ministry of Education, assigned to coordinate human rights education activities.

Last information received: 26 March 2008

Source: Ministry of Education

Sri Lanka

Government
Human rights have been integrated into the curriculum through subjects such as Social Studies, Civics and Government. A new subject called “Life Competencies”, which provides opportunities for students to be aware of peace, conflict resolution, democratic ideals, pluralism and respect for others, has been added to the curriculum in the junior secondary grades.

Sri Lanka is presently revising the existing curriculum in keeping with the national policy on curriculum review, which provides an opportunity to examine how human rights education could be further enhanced. The revised curriculum is expected to be implemented from 2007. The National Institute of Education in the Ministry of Education is the lead agency for curriculum development and teacher training.

Last information received: 2 March 2006

Source: Ministry of Education

Thailand

Government
The Ministry of Education of Thailand is the focal point for the WPHRE. The Ministry of Education will establish a National Committee, composed of all relevant stakeholders, to oversee the implementation of human rights education. The Bureau of International Cooperation in the Ministry of Education has been assigned to serve as the Secretariat of the National Committee.

Last information received on: 5 October 2006

Source: Ministry of Education

EUROPE AND NORTH AMERICA

Armenia

Government
The Ministry of Education and Science has initiated the process for developing the National Action Plan for human rights education. A working group has been established in the National Institute for Education under the Ministry of Education and Science, to develop the plan. The Ministry envisages that the work will also lead to the establishment of a National Human Rights Resource and Training Centre and that subsequent to the initial formulation stage of the plan, a National Committee on Human Rights Education will be established to support, guide and supervise the development and implementation of the National Action Plan.

Armenia is currently undergoing the Second Generation Education Reforms (2008-2015) under which a holistic approach to human rights education is envisaged.

The Ministry of Education and Science has appointed a national focal point for human rights education in the school system in the National Institute for Education.

Last information received on: 21 March 2008

Source: Ministry of Education and Science

Austria

Government
Austria has appointed a focal point within the Federal Ministry of Education, the Arts and Culture, for the World Programme for Human Rights Education.

Last information received on: 30 October 2007

Source: Federal Ministry of Education, the Arts and Culture

Belgium

Government
The Ministry of Education has designated a focal point in Université de Mons-Hainaut, for the first phase of the WPHRE.

Last information received: 19 December 2006

Source: La Ministre-Président, en charge de l'Enseignement obligatoire et de promotion sociale, la Communauté française

Bulgaria

Government
In 2006 a national conference “Human rights education – an instrument for improving the quality of education in Bulgaria” was organized by the Ministry of Education and Science, the UN Association of Bulgaria and the Economic Policy Institute with the support of the UN Country Team. The conference formed part of the start for the Ministry of Education and Science to implement the Plan of Action for the first phase of the WPHRE. The reports from the conference offered an analysis of the current situation of human rights education with formal and informal methods. One of the proposals resulting from the conference was the establishment of a Special Working Group, composed of experts from the Ministry of Education and Science and other actors, to prepare a national strategy for human rights education.

A draft National Strategy for Human Rights Education and a Plan of Action for its implementation has been developed by the Ministry of Education and Science, the Ministry of Foreign Affairs, the UN Association of Bulgaria, pedagogic professionals from universities and experienced NGOs with the support of the UN Country Team. The draft strategy has been discussed with teachers in seven locations. In April 2008 the Strategy will be discussed and reviewed by all stakeholders; responsibilities, goals and first steps for the implementation and adoption of the Strategy and Plan of Action will also be identified.

One of the main priorities identified during the national conference was teacher education. To this end, more than 150 teachers are being trained September 2007 – June 2008 by the UN Association of Bulgaria, on how to teach human rights in schools.

Bulgaria has appointed the International Cooperation Division within the European Integration and Bilateral Cooperation Department of the Ministry of Education and Science to coordinate Bulgaria’s implementation of the first phase of the WPHRE.

Last information received on: 26 March 2008

Source: Ministry of Education and Science

Czech Republic

Government
The Framework Education Programme for Basic Education (www.msmt.cz) regulates education in primary and lower secondary schools. Human rights, multicultural education and education for tolerance are contained in the educational area “Humans and Society”, which focuses on the development of positive civic attitudes and the strengthening of desirable values. It integrates the knowledge and skills from various disciplines, particular humanities. One important component of this educational area covers prevention of racist, xenophobic and extremist attitudes, education for tolerance and respect for human rights, and education promoting respect for the natural and cultural environment. The educational area “Humans and Society” includes the educational fields History and Civil Education, and it pervades other educational areas and the entire school life.

Education for tolerance, human rights and education against racism are included in particular in the cross-curricular subjects “Personal and Social Education” and “Multicultural Education”. Education based on the Framework Education Programme for Basic Education in grades 1-6 started on 1 September 2007.

Education in secondary schools is regulated by the Framework Education Programme for Secondary Education (Grammar Schools and Technical Vocational Schools). Among the competencies students should develop are to defend their rights and the rights of others as well as to contribute to the development of valuable inter-personal relationships based on mutual respect, tolerance and empathy. Education guides students towards, inter alia, observing laws and rules of conduct, respecting the rights and personality of other people, standing up against intolerance, xenophobia and discrimination; realizing – as part of plurality and multicultural coexistence – their own cultural, national and personal identity, respecting actively the identity of others.

The Czech Republic has appointed a focal point within the Ministry of Education, Youth and Sports, to coordinate activities concerning human rights education.

Last information received on: 26 February 2008

Source: Department for International Relations, Ministry of Education, Youth and Sports

Denmark

Government
The Ministry of Education has designated the International Relations Division as the foal point to coordinate initiatives related to the implementation of the Plan of Action for the first phase of the WPHRE.

Last information received: 30 April 2007

Source: Ministry of Education

Estonia

Government
Estonia has appointed the General Education Department in the Ministry of Education and Research as the focal point for coordinating human rights education initiatives.

Last information received on: 18 April 2006

Source: Permanent Mission of Oman , Geneva

Georgia

Government
Human rights education is included in the National Curriculum of General Education and in other school curricula. Special programmes such as "Civic Integration Programme", "School without Violence" etc. aim to raise public awareness and prevent any attempt of human rights violations in schools.

The Division for Pre-primary and General Education Programmes in the Ministry of Education and Science, as well as the National Curriculum and Assessment Centre are assigned to coordinated initiatives related to human rights education in schools; they will monitor the national implementation of the Plan of Action for the first phase of the WPHRE.

Last information received: 17 July 2006

Source: Permanent Mission of Georgia , New York

Germany

Government
Germany has appointed the Multilaterale und Europäische Angelegenheiten of the Sekretariat der Ständigen Konferez der Kultusminister der Länder in der Bundesrepublik Deutschland, as focal point for human rights education.

Last information received on: 10 May 2007

Source: Permanent Mission of Germany , Geneva

Iceland

Government
Icelandic law on preschool, primary and secondary school includes provisions and objectives concerning social values and human rights. Educational policy in Iceland emphasises, inter alia, equal rights to education, continuation between school levels and student well being. Working methods in schools are based on tolerance, equal rights, democratic cooperation, responsibility, concern, conciliation and respect for personal worth.

The educational system is largely decentralised. Local municipalities are responsible for the operation of pre-schools and primary and lower secondary schools, while the state runs the upper secondary schools and schools at the higher education level.

The 2007 revised National Curriculum for compulsory schools specifically includes the objectives of citizen awareness and human rights, in particular through the National Curriculum in Life Skills. The main goal of the new subject Life Skills is to strengthen the individual, to prepare him to cope with life in the future and to find his way in society. These areas addressed in Life Skills include consumer education, family education, sex education, handling personal finances, instruction in equal rights, human rights education and drug use prevention. As schools are independent and write their own school working guide based on the National Curriculum Guidelines, schools can decide on how to implement different subjects and the organisation of teaching.

The Ministry of Education, Science and Culture has three funds - for preschool, compulsory- and upper secondary schools - to support innovation and development in schools. Each year schools apply for small grants from the funds for specific projects. In 2005-2007 the emphasis was on projects related to equality (School for all) and Life Skills.

Iceland has participated actively in the European Council project on citizen awareness, democracy and human rights in education. In 2005, the European Year of Citizenship and Democracy Through Education, the Ministry of Education, Science and Culture supported among other things publication of electronic curricula on citizen awareness and human rights, intended for compulsory primary and lower secondary schools, as well as organizing various projects, such as a youth conference on how to promote discussion on citizen awareness and human rights in education.

A few schools have been leaders in teaching citizen awareness and human rights in the primary and secondary levels. Among other things, the work focuses on concern for society and being guided by objectives of human rights and social values. Examples of primary schools are Vogaskóli in Reykjavík, www.vogaskoli.is, the “mother school” for student democracy, life skills and instruction in human rights and Hrafnagilsskóli in Akureyri, www.krummi.is. Examples of upper secondary schools are Menntaskólinn at Sund, www.msund.is, and Fjölbrautarskóli Sudurlands, www.fsu.is. Several preschools have also emphasised democracy and human rights in their work plans, such as with multicultural work.

New bills on preschools, primary and secondary schools are currently before the Icelandic parliament and are expected to be passed as laws in 2008. In connection with this the National Curriculum for preschools, primary and secondary schools will be reviewed and the Ministry of Education, Science and Culture will refer to the Plan of Action for the first phase of the WPHRE, among other things. The Ministry of Education, Science and Culture will set up a working-group to deal with citizen awareness and human rights in preschools, primary and secondary schools. The group is expected to submit proposals by June 2008. Among the objectives of the working-group is to present proposals on how to adapt the objectives of Plan of Action for the WPHRE to the National Curriculum in the said review.

The Ministry of Education, Science and Culture has appointed the Division of Curriculum, Department of Education as focal point for the implementation of the Plan of Action for the WPHRE.

Last information received: 7 April 2008

Source: Ministry of Education, Science and Culture

Kyrgyzstan

Government
The Government of Kyrgyzstan has appointed the Department of Preschool, School and Adult Education in the Ministry of Education and the Academy of Education as focal points for the WPHRE and its Plan of Action.

Last information received: 7 April 2006

Source: Permanent Mission of the Kyrgyz Republic, Geneva

Lithuania
Government
Human rights education is integrated into general education curricula in primary and secondary schools in Lithuania. Primary schools teach human rights as part of the programmes of ethics and general knowledge, the basic level curriculum features them under the programmes civic values, ethics, history and other subjects. The secondary education curriculum includes human rights as part of the programmes of sociology, history, philosophy and other subjects.

The annual National Survey of Learner’s Achievements includes the achievements on civic education, active participation in social outreach by learners and teachers, as well as their understanding of civic and national values.

Since 2006 a “Long-term Civic and National Education Programme” is being implemented. In the framework of this programme, methodological aids for civic education are being developed. 2007 saw the start of a research project on the effectiveness of civic and national education in secondary schools.

In 2007 Lithuania introduced the “National Education Programme of Sustainable Development 2007-2015” seeking to improve the work of different state agencies and institutions towards enhancing the understanding by individuals, organizations, enterprises, institutions, communities and societies of sustainable development and its significance. The Programme is implemented at all levels of education. And it also includes topics such as civic values, democracy and government, human rights, poverty reduction, peace and conflict etc.

The focal point for coordinating initiatives related to the WPHRE is the Primary, Ethical and Social Education Division of the Education Development Centre of the Ministry of Education and Science.

Last information received: 18 March 2008

Source: Ministry of Education and Science

Luxembourg

Government
Luxembourg is undertaking the following initiatives at the national level to promote human rights education in schools:

-  Every year several activities, including a teacher training, are organized around the annual International Day of Commemoration to Honor Holocaust Victims;
-  A special issue of the “Courrier de l’Éducation Nationale” has been dedicated to peace education. It contained several examples of good practices for primary schools of education for peace, human rights and non-violent conflict resolution. For secondary education, the Ministry and the national Youth Service will elaborate a manual of good practices, describing passed and planned activities as well as general guidance;
-  A book for primary school students, entitled “Mission: Stopp die Armut!”, has been jointly elaborated by the Ministry of National Education and the Ministry of Cooperation. The book aims to sensitize children on the different aspects of poverty, such as hunger, lack of medical assistance, discrimination against women etc.;
-  Trainings are organized for teachers and students, o dialogue, participation and conflict-resolution to favor the development of democratic schools and to prevent violence;
- The University of Luxembourg organizes pre-service training  on education for democratic citizenship and human rights, for post-primary teachers;

Several activities are undertaken to celebrate the 60th Anniversary of the Universal Declaration of Human Rights, such as an art contest, a school competition and a special celebration organized on Human Rights Day 10 December 2008.

In primary schools the students cognitive as well as emotional competencies related to citizenship are integrated into other subjects, through which children are sensitized on issues such as rights, duties, participation, respect and values for living together.

In secondary schools a multidisciplinary programme for education on democratic citizenship aims to promote a democratic culture, peace and the development of a reflective, critical, cooperative and responsible citizenship.

The Ministry of National Education and Vocational Training has appointed the Department for Secondary and Technical Secondary Education is responsible for coordinating the implementation of the Plan of Action for the first phase of the WPHRE.
Last information received: 28 March 2008

Source: Ministère de l’Éducation Nationale et de la Formation Professionnelle

Malta

Government
Malta has appointed a focal point for initiatives related to the implementation of the Plan of Action for the first phase of the WPHRE.

Last information received on: 12 January 2007

Source: Permanent Mission of Malta, Geneva

Moldova

Government
Moldova has a “National Human Rights Plan of Action” (NHRPA) for 2004-2008, which includes a chapter on human rights education with the specific goal of introducing it as a compulsory discipline. In 2006, a special hearing on human rights education was organized and the Government reported to Parliament of progress made on the implementation of the NHRPA. Major challenges in Moldova are the lack of qualified teachers, a lack of teaching materials and attractive teaching methods.

Since 2005, special human rights education courses exist as facultative courses at 5th to 12th grades (“Civic education”, grades 5-9, and “Law and us”, grades 10-12). The Independent Society for Education and Human Rights has played an important role in developing a school course on Civic Education. It has implemented, in collaboration with the Open Society Institute (New York), the Soros Foundation (Moldova) and Street Law Inc. (Washington), a project aimed at developing the curriculum, textbooks and teacher’s manuals for the abovementioned courses. The curriculum and manuals have been approved by the Ministry of Education, Youth and Sports. A considerable number of teachers were included in the project with visits and training courses in civic education matters. Experimental teaching aids, active teaching methods, tools for efficient feedback and tools for the evaluation of the quality of teaching aids have been developed. The project was an example of a successful collaboration between the Ministry of Education and Youth and non-governmental organizations.

An opportunity for promoting human rights education in schools is to inject human rights education into existing civic education curricula. The challenge for specialized human rights education courses is a dilemma of requiring highly competent teachers and the limited number of hours in class. For the successful implementation of the WPHRE, the Curriculum for civic education needs to be modernized to, inter alia, emphasize the interdisciplinary character of the educational objectives and further practical activities.

The Ministry of Education and Youth provides small grants for students and their communities for “authentic learning” in courts and institutions linked to justice and human rights, as well as for school mediation as an approach facilitating school management.
In the area of teaching and learning practices and tools, Moldova’s special journal of human rights and education has presented the experiences in this area, of teachers and students. There are further students’ and teachers’ books for “Law and Us” for grades 10-12 and for Civic Education for grades 5-9.

The Moldovan Ministry of Education and Youth provides regular professional in-service training on civic education for teachers. NGOs assist in conducting human rights education courses based on certificates issues by the Ministry.

The Division for secondary school system in the Ministry of Education and Youth is in charge of human rights education.

Last information received on: 18 March 2008

Source: Permanent Mission of Moldova, Geneva

Netherlands

Government
The Netherlands has appointed two focal points within the Ministry of Education, Culture and Science, for the United Nations concerning human rights education.

Last information received on: 17 March 2008

Source: Department for International Policy, Ministry of Education, Culture and Science

Norway

Government
The Norwegian Ministry of Education and Research has appointed a focal point in the Department of Education and training for initiatives related to the implementation of the Plan of Action for the first phase of the WPHRE.

Last information received on: 29 June 2006

Source: Ministry of Education and Research

Portugal

Government
The Ministry of Education has appointed the General Directory of Innovation and Curricula Development (Direcção Geral de Inovação e Desenvolvimento Curricular) as focal point for Education for Peace and Human Rights.

Last information received: 7 December 2006

Source: Permanent Delegation of Portugal to UNESCO

The former Yugoslav Republic of Macedonia

Government

The Ministry of Education and Science has assigned the Unit for Education for Peace and Children’s Rights of the Ministry of Education and Science, to coordinate initiatives related to the implementation of the first phase of the WPHRE.

Last information received on: 27 October 2006

Source: Ministry of Education and Science

Turkey

Government

H uman rights education activities fall under the responsibility of the "Education, Training and Programme Division" of the Ministry of National Education. The Division is in charge of the human rights education projects: "Democratic Citizenship Education", "Democracy Education and School Councils", "Human Rights Education for School Children" and "Elimination of Discrimination and Violence against Women".

The projects aim at mainstreaming human rights education into national education systems. As a result of this strategy, compulsory courses on "Citizenship and Human Rights" have been included in the curricula of primary schools. In secondary education, "Democracy and Human Rights" is offered as an optional course. The curriculum and the educational tools used for this course have been revised and updated in accordance to the Plan of Action for the WPHRE.

Preparation and publication of educational material is realized according to the "Regulation on School Books and Education Materials" of the Ministry of National Education. The regulation envisages that the activities throughout the education process should be in conformity with basic human rights and should be non-discriminatory on grounds of gender, race, religion, sect, belief, language, colour, political opinion, etc.

Within the framework of the "Democratic Citizenship Education Project" , initiated by the Council of Europe in 1997, several activities were implemented between 2001 and 2004 by the Ministry of National Education with the participation of universities, NGOs and other related institutions and organizations. Several working groups were established, such as "Restructuring Education Programmes", "Production of Educative Materials", "Review of Current Curriculum", "Training Teachers" and "Establishing New Structures in Schools for Democratic Citizenship Training". Extracurricular activities such as student clubs and school councils were also encouraged with a view to improve human rights education.

More than 650 teachers, education inspectors, executives, NGO representatives and academics participated in seminars and vocational training meetings since 2005 and the human rights and citizenship curriculum was revised.

For 2008-2009 the Ministry of National Education plans various initiatives, including the translation of educational materials into Turkish; preparation of educational materials for human rights education and democratic citizenship courses; production of short promotional films in cooperation with the Turkish State Television; further vocational trainings for teachers; listing of best practices to be published on the web site of the Ministry; production and distribution to all Turkish schools of posters and manuals; awareness raising seminars for parents; preparation of a bibliographic list; organization of cultural competitions, etc.

Under the "Democracy Education and School Councils" project , the Turkish Grand National Assembly and the Ministry of National Education signed a protocol to promote knowledge on human rights and parliamentary democracy. City Student Councils (CSC) have been established in 81 cities. Its members are elected annually from school student councils. Students take part in different commissions on culture, art, education, youth, sports, environment, etc. The presidents of the CSCs gather in Ankara once a year to form the Student Council of Turkey in the course of the "National Sovereignty Week".

Under "Human Rights Education for School Children", the project "Our Rights", aiming to educate 10-12 years old students has been piloted in three schools in Ankara in cooperation with the OSCE.

Since 2005, a total of 160 teachers have been trained under the "Training Project for Teachers on the Elimination of Discrimination and Violence Against Women" , carried out by the Ministry of National Education in cooperation with Amnesty International. Further workshops are planned for 2008.

The Training and Education Board of the Ministry of National Education is the focal point for initiatives relating to the first phase of the WPHRE.

Last information received: 31 March 2008

LATIN AMERICA

Ecuador

Government
A 2006 National Law on Education for Citizenship states the obligation to include education for citizenship into all levels of basic education, primary and secondary, as well as vocational training programmes and extracurricular activities.

Within the framework of the 10 year Education Plan (2006-2015) (Plan Decenal de Educación), a National Programme of Education for Citizenship was created in 2007. The National Programme aims at promoting and bringing together projects and initiatives, developed by the Ministry or others, to be implemented in the school system, hence in the educational community and the Ecuadorian society in general. Other specific national programmes, such as sex education, health education and preventive education, together with the strengthening of education for people with special needs, environmental education, parenting courses and the patient education in hospitals, support and expand human rights education.

Last information received on: 19 March 2008

Source: Ministerio de educación

Mexico

Government
The Public Education Secretariat has appointed the Director General for International Relations as focal point for the integration of human rights education in primary and secondary school systems.

Last information received: 27 February 2008

Source: Secretaría de Educación Pública

Uruguay

Government
A “National Plan on Human Rights Education”, which will integrate all education levels in the country, is being developed by the Ministry of Education and Culture ( Informe: Plan Nacional de Educación en Derechos Humanos ).

The Minister of Education and Culture has appointed the Director for Human Rights (Directora de Derechos Humanos) as focal point for the Plan of Action for the first phase of the WPHRE.

Last information received: 7 June 2007

Source: Ministerio de Educación y Cultura

MIDDLE EAST AND NORTH AFRICA

Jordan

Government
His Excellency, Dr. Khaled Toukan, the Minister of Education/Chairperson of Jordan National Commission to UNESCO, has established a committee chaired by the Director General of Curriculum and Textbooks in the Ministry of Education, to prepare a national action plan for human rights education, to be implemented and integrated in the related programmes of the Ministry of Education.

Last information received on: 29 May 2006

Source: Permanent Delegation of Jordan to UNESCO, Paris

Morocco

Government
On 11 November 2004, the Central Commission of Human Rights and Citizenship (Commission Centrale des Droits Humains et de la Citoyenneté) was created by the Minister of National Education. The Committee is composed of pedagogical officials carrying out activities for the promotion of a culture of human rights in the national education sector. The Commission was strengthened in December 2005 by the establishment of 16 regional focal points. The Commission will coordinate the work to elaborate a national strategy to implement the Plan of Action for the first phase of the World Programme for Human Rights Education.

Last information received on: 28 March 2006

Source: Ministère de l’Education National, de l’Enseignement Supérieur, de la Formation des Cadres et de la Recherche Scientifique

Oman

Government
School curricula in the Sultanate of Oman include various human rights principles and focus on the dissemination and practice of the principles inherent in the Convention of the Rights of the Child. These principles are included in educational activities both inside and outside the classroom and encourage students to carry out related research.

The following human rights principles are incorporated into the school curricula in the Sultanate of Oman: Citizen’s Rights; Family Rights; Brotherhood Rights in Islam; Freedom Rights in Islam; Right to Housing; Right to Education and Care; Rights of Children over Parents; Proper Treatment of Parents; Right to Education; Right to Social Solidarity; Right to Live in a Clean Environment; Right to Security and Peace; Right to Subsistence Services; Right to Health; Right to Live in Peace; Right to Good Neighborliness; Right to Equality; Right to Scientific and Health Education; Rights of People with Special Needs; Right of Women to Work; Right to Justice and Solidarity; Right to Ethical Education and Social Care; Right to Worship and its Edicts; Right to Movement, Work and Residence; Freedom of Opinion, Expression and the Respect of Other People’s Ideas. School curricula in Oman addresses there principles within several different topics, such as, Human Rights; Why do we educate ourselves?; Children’s Day; Concept of Freedom; I think; Evils of smoking; Choosing Friends etc.

Schools have been tasked with the practical implementation of human rights principles and have formed activity groups. These groups democratically select their executive committees.

Oman has appointed the General Department of School Curricula at the Ministry of Education as contact point for the first phase of the WPHRE.

Last information received on: 18 April 2006

Source: Permanent Mission of Oman, Geneva

Qatar

Government
The Minister of Education has appointed the Director of the Social Education Department in the Ministry of Education, as focal point for the first phase of the WPHRE.

Last information received: 12 May 2006

Source: Ministry of Education