education for democracy and human rights education: good practices, lessons learned and challenges...
TRANSCRIPT
Education for Democracy and Human Rights Education: good practices, lessons learned and challenges from ODIHR’s perspective
International Seminar on Education for Democracy 21-22 May 2012, Ulaanbaatar Pavel Chacuk, OSCE/ODIHR
Organization for Security and Cooperation in Europe (OSCE)
Basic principles
CSCE/OSCE: comprehensive and co-operative approach to security
Decisions not legally but politically binding – “commitments”
Consensus among 56 equal, sovereign states
Three dimensions of security
Politico-military dimension Economic and environmental
dimension Human dimension Human dimension commitments -
Office for Democratic Institutions and Human Rights of (OSCE/ODIHR)
Human dimension commitments related to education
Generally refer to human rights education (Copenhagen 1990; Moscow 1991 etc.)
OSCE Ministerial Council, Decision No. 11/2005, “Promotion of human rights education and training in the OSCE area” – task to ODIHR to develop A Compendium of Good Practice in Human Rights Education (“Human Rights Education in the School Systems of Europe, Central Asia and North America: A Compendium of Good Practice’’)
EfD, HRE and the world today: Some basic Questions
Questions continued
‘Catchers in the Rye’ and older people (LLL) Government’s perspectives and
pressures/debates around education What is education for democracy (problems
of definitions vis-à-vis human rights education and what to do about it)
Definition of ‘Human rights education’ (World Programme for HRE)
- education, training and information aiming at building a universal culture of human rights through the sharing of knowledge, imparting of skills and moulding of attitudes directed to: … (d) The enabling of all persons to participate effectively in a free and democratic society governed by the rule of law…
See Article by Andre Keet (University of Pretoria) !
Implementation Strategy and Components of Quality Human Rights Education (in Schools) according to World Programme for HRE (2005 - ongoing)
Components1. Strategies
2. Planning
3. (School) Environment
4. Teaching and learning
5. Professional development of teaching personnel
Implementation Stages1. Analysis
2. Dev-t of a strategy
3. Implementing & monitoring
4. Evaluating
“Human Rights Education in the School Systems of Europe, Central Asia and North America: A Compendium of Good Practice’’
Based on
- World Programme for Human Rights Education (2005‑2009), UN GA Resolution 59/113A
Partners OSCE/ODIHR, OHCHR, UNESCO, Council of Europe, Human Rights Education Associates (US-based NGO)
Section 1. Laws, guidelines and standards; Section 2. Approaches and practices to improve
the learning environment; Section 3. Teaching and learning tools for the
classroom; Section 4. Professional development for
educators and other adults; and Section 5. Evaluation and assessment
approaches.
Structure of Compendium
Appropriateness (addresses core themes) Effectiveness (evidence) Originality (unique approach) Ease of use Adaptability Sustainability Approach (participatory methods) Inclusiveness
What is a “good practice”?
Section 1. Legislative base in education
Human rights principles mainstreamed in all educational system
Developed with all stakeholders
Ensures the implementation of international obligations related to quality education
Section 2. Learning Environment
Respect for human rights of all members of the school community – students, teachers, administrative personnel, parents, etc.
Mutual understanding, respect and responsibility Allows young people to express their opinions
and participate in the life of a school Creating opportunities to communicate with the
world
Section 3. Teaching and Learning
Comprehensive approach based on human rights values and principles
- Human rights concepts and practical approaches should be in all aspects of teaching and learning
- Textbooks, manuals and methodology applied should be human-rights oriented
Section 4. Professional development for educators and other adults
Key role of teachers Development of teachers and school
administration in human rights Human rights of teachers Responsibility for professional support of
teaching personnel
Section 5. Evaluation and assessment approaches.
The role of evaluation of HREWhat types of evaluationWho evaluates and whenMethods and tools of assessmentsPreparation, conduction of evaluation,
work with the results of evaluation
Guidelines on Human Rights Education in the Secondary School System
Standard – setting type document aiming to support the World Programme on HRE
Guiding principles related to the areas crucial for quality human rights education: – Overall Processes and Goals– Curricula– Teaching/Training and Learning Processes– Evaluation – Training, Professional Development and Support
for Educators– Core Competencies (key learner outcomes)
ODIHR’s Education-related Areas of Work
Area 1. Promoting educational approaches to combat anti-Semitism
Area 2. Promoting educational approaches to Intolerance and Discrimination against Muslims
Area 3. Human rights education Area 4. Education on Roma and Sinti Issues Other areas (to support civil society, legal
professionals, increase women participation etc.)
